LC393 

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U. S. DEPARTMENT OF LABOR 

W. B .WILSON. Secretary 

U.S, BUREAU OF NATURALIZATION 

RICHARD K. CAMPBELL. Commissioner 



WORK of the PUBLIC SCHOOLS 

WITH THE 

DIVISION OF CITIZENSHIP TRAINING 
FIFTH YEAR ANNUAL REPORT 

OF 

RAYMOND F. pRIST 

DIRECTOR OF CITIZENSHIP 
DIVISION OF CITIZENSHIP TRAINING 




WASHINGTON 

GOVERNMENT PRINTING OFFICE 

1921 



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IP* 



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LIBRARY OF CONGRESS 

MAR9-1921 

| DOCUMENTS DiVitfli 



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WORK OF THE PUBLIC SCHOOLS WITH THE DIVISION OF 
CITIZENSHIP TRAINING— FIFTH YEAR. 



REPORT OF DIVISION OF CITIZENSHIP TRAINING. 

To the Commissioner of Naturalization: 

Sir: The year just ended has been the most encouraging of all the 
past years to those engaged in the citizenship education work which 
the department is carrying on through this division. As with all 
large undertakings, there hare been periods when the administra- 
tive machinery has not revolved as expeditiously as those most 
enthusiastic in the work had hoped, but the year in review has been 
the year of greatest progress. 

It should be recognized that the public schools of certain cities 
have been endeavoring to teach the adult, native and foreign born, 
for many years, in some places, notably in New York City, for over 
a third of a century. That great pioneer in the wider use of the 
schoolhouses, Dr. Henry M. Leipziger, in the late seventies undertook 
the broadening of the public schools of that city beyond their narrow 
and cabined usage, and succeeded, as early as 187S, in securing 
authorit}* for the use of certain public schools of that city for the 
purpose of conducting lecture courses for adults. 

Similar beginnings elsewhere mark the early days of the present 
nation-wide citizenship training undertaking, the active Federal 
participation in which began on May 10, 1915, at the reception given to 
the "four thousand newly made citizens" by the city ot Philadelphia 
in conjunction with the National Government represented by the 
President of the United States, the Secretary of Labor, and officials 
of this bureau. Prior to that time such efforts were unknown outside 
of the communities in which they flourished, and were unrelated. 
Since that date these efforts have become correlated through the 
medium of a common national purpose. 

Within two weeks after the date referred to the Committee for 
Immigrants in America had met and issued an appeal based upon 
the words of the President uttered at Philadelphia, for the Nation 
to recognize that great need — the induction into fully qualified citi- 
zenship of the foreigners of this country — by a movement which 
then was, and still is, known as Americanization. ^Americanization 
has been the keynote of all great meetings of educators, whether 
of a local or a national character, since that time. The National 
and many State legislatures have passed Americanization laws and 
the public has become imbued with the Americanization thought, 
not only in its relation to the foreign born but to the native citizenry 
as well. 

The national movement, which had been under way in this bureau 
for over a year prior to the Philadelphia reception referred to, has' 
been quietly gathering impetus throughout the Nation, and the past 
year has witnessed the greatest accomplishments. State legislatures 
have made specific laws and appropriations for teaching American 
citizenship ideals in the public schools. 

3 



4 WORK OF THE PUBLIC SCHOOLS 

The influence of the Federal Government, speaking through this 
division, has been to accomplish the organization of classes distinctly 
for adults, although the appeal has been for the organization of classes 
for the foreign born and for those who are candidates for citizenship 
through the operation of the naturalization law. Since this field 
brings the Federal Government into contact with approximately a 
million and a quarter seekers after American citizenship annually, 
with the number constantly increasing, it is seen that the organiza- 
tion of classes for this goodly number means to provide facilities and 
machinery for the millions of unschooled adults, whether they be 
candidates for citizenship, noncandidates, or citizens of the United 
States. 

As a consequence of this there are 3,043 communities whose public- 
school authorities are cooperating with the Federal Government to 
the end that adult American men and women may gain the equip- 
ment for life which our institutions and Government intended them 
to' have, but which circumstances in their boyhood and girlhood 
denied them. 

PRACTICAL PROGRAM. 

Educators throughout the country are welcoming the support given 
to their profession bv the practical plan offered through cooperation 
with this division. To the school official wishing to undertake adult 
alien instruction the division sends the names and addresses of candi- 
dates for naturalization and their wives, at the same time sending 
letters inviting these prospective citizens to attend the classes. These 
letters have heretofore been forwarded through the mail, but during 
this year the method of effecting direct delivery through the Boy 
Scouts of America was initiated with highly gratifying results. 
Announcement posters are available to assist in publicity. Student's 
textbooks and teacher's manuals, embodying a standard course in 
citizenship training, are furnished for those who are candidates for 
citizenship. Certificates recognizing the cooperation of the school, 
the progress of the student, and the completion of the course are 
available from the department to encourage and stimulate both 
workers and students. Various aids are prepared to meet specific 
difficulties. 

It is a practical program, and as such is appealing more and more 
to the progressive Americanizing agencies of the country, which are 
agreed that the public school is the medium for the education of all 
adults, whether of foreign or native birth and not alone for those 
who desire to acquire citizenship through due process of law. The 
correspondence of the division indicates a nation-wide appreciation 
of the assistance offered States and municipalities and of the definite- 
ness of the plan. 

COOPERATION OF THE BOY SCOUTS OF AMERICA. 

Efforts have been made to reach the foreign-born resident through 
every possible channel. Letters of invitation to attend the citizen- 
ship classes were mailed to declarants and petitioners, but in a large 
number of instances the postal authorities found difficulty in accom- 
plishing delivery, as the aliens had moved from the place of residence 
shown In the naturalization papers, and many letters were returned 
undelivered. Hence the mail did not thoroughly answer the purpose, 
although in most instances it proved to be effective. Public-school 



WITH THE DIVISION OF CITIZENSHIP TRAINING. 5 

teachers and pupils were enlisted, and racial organizations were 
induced to undertake the work of acquainting the foreign-born with 
the opportunities that were offered them. This has worked out 
admirably in a great many cases, but racial organizations do not 
exist in all localities, nor do all nationalities identify themselves 
through organizations. 

Late in 1919 the National Council of the Boy Scouts of America 
was requested to give aid, and it pledged 100 per cent cooperation. 
Since the beginning of January of this year the members of that 
organization have been enthusiastically assisting the Government 
and the public schools in promoting citizenship training. The Scouts 
have actively participated in 40 States, Alaska, and the District of 
Columbia. 

The avenues through which this band of youths can work in 
expressing the spirit of America are innumerable, but their activities 
up to the present time have been confined to carrying in person the 
message of invitation of the Government to the foreign born to 
attend the citizenship classes and in assisting at public ceremonies 
held for the purpose of expressing publicly the interest in American 
ideals. 

The cards of invitation are addressed in the division and sent in 
bulk to the respective superintendents of schools, who in turn deliver 
them to the local scout officials for distribution. On the reverse of 
the invitation, m spaces provided therefor, the Boy Scout fills in 
the location of the nearest citizenship class and the hours at which 
instruction is given. On a separate card he fills in the name and 
address of the candidate visited, the name of the scout making the 
delivery, and his troop number. These scout cards are returned, 
through the scout official, to the superintendent of schools, for his 
information. It is not unusual, particularly in the smaller centers, 
to find the superintendent of schools acting also as scout official — a 
combination which insures the fullest cooperation. 

At public ceremonies held jointly by the school officials, the clerks 
of courts, and others for the purpose of presenting the certificates 
of naturalization and the certificates of graduation from the public- 
school citizenship classes, the Boy Scouts are acting as ushers, 
furnishing instrumental music, and leading in repeating the oath 
of allegiance to the flag. s 

As indicative of the measure of success attained by the Boy Scouts 
in their efforts to reach prospective American citizens, the following 
excerpts from letters may be quoted: 

In answer to your letter of April 27, I would state that the boys delivered over 90 
per cent of the invitations we received; there were, however, some who could not be 
located, having left the city. I am pleased to be able to report that the boys had 
wonderful success in that the majority were induced to attend some school or class. — ■ 
(F. Bryant Gale, Scout Executive, Bayonne, N. J.) 

. The educational record cards and addressed cards of invitation covering recent 
naturalization filings in our locality have been received at the Fresno Night School. 
and we have cooperated in each instance, when the cards have been received, with 
the local Boy Scout officers. These cards have brought very line results in that about 
75 per cent of the people interviewed are now attending night school classes. We are 
convinced that the movement for Boy Scout cooperation in the training for citizenship 
is bound to be universally successful. — (F. D. Sutton, principal, Fresno Evening 
High School, Fresno, Calif") 



6 WORK OF THE PUBLIC SCHOOLS 

The above are typical of a great number of letters received in the 
Division of Citizenship Training from both school and scout officials. 

It is contemplated that eventually the activities of the Boy Scouts 
shall extend beyond the methods of cooperation outlined above. 
In promoting the American spirit in industry, the Boy Scouts are 
admirably fitted to participate in factory noonday meetings which 
can be made both interesting and instructive. First-aid or fire- 
drill demonstrations can be given by them to secure the attention 
of the employees, and these can be followed by a short talk by a 
member of some other cooperating agency, pointing out the advan- 
tages to be derived from attending the citizenship classes, The 
meetings can be closed by the Boy Scout musical organization, 
rendering patriotic selections. 

The number of Boy Scout invitations sent for personal delivery 
to candidates for citizenship was 44,489, in 338 communities. 

When the youth of America have had their Americanism, their 
sense of fair play, appealed to they have never failed to come forward 
in any emergency worthy of sons of their country. Into this duty 
which their constituted officers have placed upon them the Boy 
Scouts have cheerfully, eagerly, and enthusiastically entered. They 
have approached the stranger not with the sense of prejudice inspired 
by their strangeness of tongue, and with the too ready appellation 
"wop," "guinea," "kike," and the like. On the contrary, they 
have met these coming Americans as guests, who, though strange, 
are nevertheless entitled to the courtesies usual to guests. It has 
brought them together under conditions which have precluded 
unpleasantness and which have given a setting for future contacts 
of a helpful character. 

The number of invitations sent for personal delivery by Boy Scouts 
from January 6 to June 30, 1920, by States and Territories, is as 
follows: Alabama, 53; Alaska, 19; Arizona, 66; California, 2,603: 
Colorado, 602; Connecticut, 1,224; District of Columbia, 543; 
Georgia, 128; Illinois, 1,420; Indiana, 1,081; Iowa, 275; Kansas, 
217; Kentucky, 168; Maine, 88; Maryland, 1,061; Massachusetts, 
3,694; Michigan, 6, 257; Minnesota, 4,285; Missouri, 6; Montana, 
238; Nebraska, 712; New Hampshire, 23; New Jersey, 5,457; New 
Mexico, 21; New York, 2,510; North Carolina, 4; North Dakota, 
46; Ohio, 2,417; Oklahoma, 23; Oregon, 70; Pennsylvania, 2,452; 
Rhode Island, 1,003; South Carolina, 71; South Dakota, 97; Texas, 
472; Utah, 15; Vermont, 59; Virginia, 103; Washington, 1,266; 
West Virginia, 216; Wisconsin, 3,346; Wyoming, 69. Total, 44,489. 

A new chapter in citizenship instruction was added during the 
year, consisting of a study in national government through pilgrim- 
ages to the Nation's Capital. The first of these pilgrimages was made 
by the Americanization classes of the public schools of Bayonne, 
N. J., under Supervisor Edward Berman. These studies will consist 
of visiting each House of Congress in session, visits to the public 
buildings of Washington City and witnessing the various Govern- 
ment departments in the discharge of their duties, sight-seeing trips 
to Mount Vernon and Arlington, a bird's eye view of the city from 
the Washington Monument, and special entertainments. Arrange- 
ments have been made with the State Department to view the 
originals of the Declaration of Independence, the Constitution, the 
Articles of Confederation, the Emancipation Proclamation, the 



WITH THE DIVISION OF CITIZENSHIP TRAINING. 7 

definitive treaty of independence, and other sacred documents of 
the Nation. In several cities the citizenship classes are preparing 
pilgrimages to Washington during the coming school year. 

WITH THE INDUSTRIES. 

With the development of Americanization activities it has been 
more and more discerned that the place of employment offers the 
best opportunity for the foreign born to learn things American. 
This is also true as to the number who can be reached by those 
influences which are established for public education, since by far 
the greater number of them have found employment in the industries. 
Therefore, by obtaining the cooperation of the employers it is be- 
coming daily less difficult to reach personally many of foreign birth. 
Approximately 800,000 cards were sent to the industries of the 
country in compliance with their requests to enable them to ascertain 
the mind of their foreign born toward citizenship. About 8,000 
concerns were communicated with, and in practically every instance 
in accordance with the recommendation of the division, a com- 
petent employee was designated to assist the foreign-born employees 
In their desire to become American citizens and to impress upon 
them the duty and advantage of becoming thoroughly conversant 
with the naturalization procedure, our language, and the respon- 
sibilities which American citizenship would impose upon them. 
The experience of the division indicates that when the proper spirit 
of confidence has been established, the employees voluntarily ap- 
proach the representative of the company and seek advice and assist- 
ance not only upon the subject of American citizenship but also 
upon many questions concerning their personal affairs. In many 
instances misunderstandings which naturally arise between the 
employer and the employed are amicably disposed of and the loss 
of a job to the latter and of an employee to the former is avoided. 

It is obvious that the value to the company of the services of such 
a representative is greatly enhanced, as his activities lower labor 
turnover, one of the greatest problems with which the industrial 
world is confronted at the present time. 

Thousands of foreigners who for years have desired to apply for 
citizenship have been deterred through fears of exploitation aroused 
by unfortunate experiences of their friends. The selection of some 
person in the place of employment whose services are without cost 
and whose advice may be depended upon has encouraged many of 
these to take the step. 

With the preliminary naturalization forms on hand in the factories, 
the saving of the time of the employee has been great. Formerly 
candidates were obliged to proceed to the office of the clerk of court 
and there fill out the forms. In many instances they could not 
recall certain dates or other information which was required to be 
shown, and had to consult data at home, which necessitated another 
journey to the office of the clerk of court, resulting in a loss of time 
and money. Under the present method, when the applicant arrives 
at the office of the clerk of court the necessary data are immediately 
available and the naturalization papers may be issued without 
delay. 



8 WOKK OF THE PUBLIC SCHOOLS 

After the primary step, the employees are urged to enroll as 
students in one of the citizenship classes maintained by the public- 
school authorities, in cooperation with the Division of Citizenship 
Training. The Standard Course in Citizenship Instruction, pre- 
pared by the Federal Government, is used in these classes and the 
certificate of graduation which is awarded to each student who suc- 
cessfully completes the course is accepted by the courts generally 
as prima facie evidence of the applicant's qualifications to be ad- 
mitted a citizen of the United States. The results from this effort 
to increase the attendance upon the classes and to prepare candidates 
for citizenship for the responsibilities they must assume .after admis- 
sion to the body politic of the country have been most gratifying. 

Almost unlimited space would be needed to set forth the thousands 
of reports of the success of industrial employers in their patriotic 
cooperation with the division. They show constant increases in 
their successes with the foreign-born employees and breathe a faith 
in the ultimate and quite speedy^ equipment of all adult illiterates — 
native and foreign born — with information as to social, economic, 
and political problems that will take them out of the sphere of 
influence unfriendly to the principles of our republican form of] 
government. As a general proposition it can be said that, with 
but few exceptions, industry recognizes the public schools as the 
responsible local civic authority over these enterprises and works 
in cooperation with them. Teachers are generally obtained from 
and paid by the public schools, although in many instances all 
equipment, books, charts, and other paraphernalia are paid for by 
the industrial concerns. 

The industries reporting to and consulting with the division are 
to be found in everv State of the Union and in Alaska, and they 
represent the entire industrial field of America. 

At the National Conference on Americanization in Industries held 
at Boston, Mass., June 22, 23, and 24, 1919, the position of industry 
in this field was clearly made known in the following resolutions 
adopted by that body: 

We, the representatives of the educational forces of industry, recognize that industry- 
has a definite part with the other forces of the community in initiating and organizing 
Americanization work: Therefore be it 

Resolved, That instruction in English for non-English-speaking people should be 
carried on in cooperation with the public educational forces, provided those forces 
are prepared and will assume the responsibility. We pledge our aid in our respective 
communities to bring about this cooperation. 

Resolved, That non-English-speaking employees attending English classes in 
industry should attend such classes voluntarily, on their own time, and without 
compensation. 

Resolved, That every industry employing non-English-speaking people should 
formulate a definite policy regarding Americanization work, and that such work can 
best be done when a responsible person is charged with its direction. 

Resolved, That we, as a representative group of industries, unanimously disapprove 
making naturalisation a condition of employment, and recommend that every com- 
munity establish at least one school for citizenship. 

OBSTACLES EXPERIENCED IN INDUSTRY. 

There are a great many obstacles in the path of the better citizen- 
ship movement which are natural to industry. These may probably 
all be summed up in the crying necessity for production. 



WITH THE DIVISION OF CITIZENSHIP TRAINING. 9 

This necessity will undoubtedly result in the creation of more 
highly perfected methods to accomplish the necessary volume of 
manufacture and at the same time lessen the prorated per capita 
expense in proportion to the individual employee, for such has been 
the experience in the industrial world in the past. With the simplifi- 
cation of processes of production will come a readjustment of manu- 
facture along lines that will reckon with the increased intelligence on 
the part of the laborer. Adjustments now impossible of accomplish- 
ment will be made which will be in greater recognition of the direct 
relationship of the higher intellectual average among the rank and 
file in industry. Out of these readjustments will come a closer and 
more intimate understanding and appreciation of what is now termed 
Americanization work on the part of both the employer and the 
employee. 

Disturbances of the citizenship classes now result from the shifting 
of the hours of the workers. Those who have adjusted themselves 
to the class hours that occur immediately after the close of the day 
shift find it difficult to readjust themselves to attend the classes set 
for the morning hour. In plants distributed over an extended area, 
shifting of employees from. one part of the plant to another often 
raises the obstacles of distance and prevents their attendance. 
Many have overcome this ; however, although it has entailed miles of 
walking. Few such industrial concerns have a sufficient number of 
classes distributed throughout their works to admit of attendance 
upon classes in the immediate neighborhood of employment. 

Overtime work is another normal and natural obstacle, for however 
great may be the desire on the part of the employee to attend the 
classes, the opportunHy to add to his compensation is one that is 
difficult to forego. 

In many plants the indisposition of the foreman to give favorable 
regard to the educational advancement of the laborer whom he 
supervises is probably a greater difficulty than many others. A higher 
standard of intelligence exists in the rank and file of labor to-day 
than ever before, and such intelligence is amenable more and more to 
the sympathetic and intelligent relationship of authority and less 
and less to the mandatory. In large concerns where the welfare of 
the employees is the immediate concern of the employer, where the 
employer is accessible to the employee, this fact has been repeatedly 
demonstrated. The foreman of the old school believes in the mandate 
form rather than the conciliatory or reasonable and reasoning form of 
supervision. He therefore feels that with the increase in the under- 
standing and intelligence of his subordinates will come the waning 
of his authority, hence expressions of disfavor are the order with 
probably the average foreman. Reports show that much of the 
effort of the leaders in industry toward the increase of American 
ideals is often negatived by the unsympathetic attitude of the 
foremen. 

The tendency of fellow-employees to ridicule their fellow-workers 
for "going to school" is one of the forces against which those who 
earnestly and intelligently desire to better themselves must contend. 
Much of this ridicule is inspired through fear that the fellow-worker 
attending the citizenship classes will outstrip those who do not do so.. 

Lack of coordination of forces of industry with this educational 
movement which the leaders in industry themselves support directly 



10 WORK OF THE PUBLIC SCHOOLS 

and far-sightedly is being perceived and steps taken to bring about 
within factories a better working organization. 

COOPERATION IN CENSUS. 

Heretofore no census of alien-born persons under 21 years has been 
taken, but at the instance of this office the Director of the Census 
caused the schedules for the Fourteenth Census to be modified so as 
to set forth all alien declarants and all citizens of foreign birth, instead 
of only those 21 years and over, thereby enumerating the foreign 
born as aliens, declarants, and citizens. The result of this will be 
complete statistics for the first time in the history of the country 
showing the aliens, both minors and adults; declarants, both minors 
and adults, since aliens declare their intention in large numbers after 
18 and before 21 years; and citizens, both minors and adults, as well 
as those becoming citizens by direct naturalization and those by 
derivation. Such information will be of incalculable value toward 
learning the exact problem and its solution. 

In further cooperation in the census taking, 20,000 letters were sent 
to the public-school teachers conducting the citizenship classes, and 
300,000 circulars were distributed to the foreign born by which the 
taking of the census was made known and steps taken to allay any 
suspicions of the nature of the census. The questionnaire in the 
schedule was explained to hundreds of thousands of foreign born 
through the medium of the circulars distributed and the public-school 
teachers of the citizenship classes, who were urged to devote sufficient 
time in their classes during the month of December preceding the 
census taking to inform their students of this work of the Govern- 
ment. The students were also called upon to explain to their friends 
the forthcoming census, and all were informed of the identification 
which the census taker could be called upon to furnish. This latter 
was done in order to prevent imposters from securing entrance to the 
homes of the foreign born under the guise of census enumerators. 

RESULTS GRAPHICALLY SHOWN. 

The report of the preceding year contained a map entitled 
"Education of citizenship candidates, counties in which 2,240 com- 
munities are cooperating through their public schools with the Divi- 
sion of Citizenship Training." The counties thus described as 
cooperating were shown in blue, while other counties where the work 
was being initiated were indicated by red. 

During the year just past great strides have been made, as shown 
by the map given as a part of this report. In all the counties colored 
green public-school-supervised work for foreign-born candidates for 
citizenship is actually being carried on in some form, either the actual 
classes established, preparations made to introduce the work through 
ordering supplies, or expressed willingness to give instruction of this 
kind when the need arises. In some counties the work is being done 
in many communities, and in large cities there are classes enrolling 
thousands of candidates. 

A comparison of these maps is. most interesting and significant. 
Last year 689 counties contained communities carrying on this work. 
This year there are 845, an increase of over 22 per cent. Of those 
cooperating this year, 89 were last year only intending to begin, as 





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DIVISION OF CITIZENSHIP TRAINING-BUREAU OF NATURALIZATION-U. S. DEPARTMENT OF LABOR 



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Pud 7 lie ^Schools witA the JCioision of Citize/zs/z^ 7raininy t JU/VE JQ/SttVI 



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^Education of 
\tizensAip 
Candidates 



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PMMMIi ' 



WITH THE DIVISION OF CITIZENSHIP TRAINING. 



11 



shown on the map by red. Those which have not done so are in most 
cases counties where there are no foreigners or where conditions have 
changed since the report was made. 

Two hundred and fifty of these counties have for the first time en- 
gaged in this work. The leaven is working, and at this rate the whole, 
loaf will soon be leavened. Over 500 counties have renewed' their 
cooperation with this division, in most cases counties where this work 
has been carried on continuously since its need was brought before 
them, and with increasing success. 

A study of individual States is enlightening. Of the 86 counties in 
Minnesota, 74 contain communities engaged in this work, 33 of these 
counties for the first time, no doubt as a result of the very workable 
plan inaugurated this year, which is described in that part of the re- 
port relating solely to rural work. Iowa, Kansas, Michigan, Montana, 
Nebraska, North* Dakota, Oregon, South Dakota, Tennessee, and 
Washington also show large gains in counties newly engaged in this 
work. Since all of these States have a definite Americanization prob- 
lem, these gains are most encouraging. South Dakota should be 
especially noted, since from 10 counties last year the work has spread 
to 32 this year, the majority interested for the first time. 

Last year only two counties in Nevada had attempted to do any- 
thing for their foreign-born inhabitants; to-day the entire northwest- 
ern and northeastern sections have awakened to their responsibility in 
this direction. 

Those interested in the problem of Americanization will find that 
the map repays careful study. 

Table A. — Statement by months showing the number of cities, towns, and rural com- 
munities cooperating directly or indirectly with the division in its educational work. 



Date. 



Julv31,1919. 
Aug. 31, 1919. 
Sept. 30. 1919 
Oct. 31. 1919. 
Nov. 30, 1919 
Dec. 31,1919. 
Jan. 31. 1920.. 
Feb. 29, 1920. 
Mar. 31, 1920. 
Apr. 30, 1920. 
Mav 31, 1920. 
June 30, 1920. 



Growth, by months, of places cooperating. 



Directly. 



10 

H,7 

500 

739 

992 

1,2(50 

1,371 

1,480 

1,583 

1,629 

1 . 848 



Indirectly. 



7 

137 

380 

520 

765 

920 

1,039 

1,135 

1,144 

1,149 

1,195 



Total. 



15 

17 

304 

880 

1,259 
1.757 
2,180 
2.410 
2,615 
2.727 
2,778 
3,043 



Total 

monthly 
additions. 



287 
576 
379 
498 
423 
230 
205 
112 
51 
265 



Note.— The foregoing table represents actual cooperation, as heretofore explained, received from 3,043 
communities during the fiscal year 1920. The previous year's report of 2,240 communities included all 
those which had before that time joined in this work, as well as those cooperating during the fiscal 
year 1919. 



Table A indicates the growth by months in the number of cities, 
towns, and rural communities cooperating directly or indirectly in 
their educational work with the adult foreign-born men and women. 
The first column includes all communities that cooperated as units 
directly with this division in their Americanization activities. 

The second column includes those smaller districts which were 
unable to work independently but supported Americanization 



12 



WORK OF THE PUBLIC SCHOOLS 



activities in near-by cities and towns, sending their candidates for 
naturalization to the citizenship classes of the latter places. 

The third column is a total of the first and second columns, showing 
the actual growth, by months, in the number of communities coopera- 
ting directly and indirectly, with a final total on June 30 of 3,043 
communities in which Americanization activities were assured during- 
the fiscal year 1920. *" ... 

The last column indicates the number of communities added each 
month, which totaled 3,043. It is interesting to note that October 
is the banner month. 

Table B. — Number of cooperating community school organizations, by counties and 
States, and cooperating county school organizations associated with the Division of 
Citizenship Training fiscal year 1920. 





Communities cooperating. 


Counties 
cooperat- 
ing 
(total). 


Counties 
cooperat- 


State. 


New. 


Renewed. 


Total. 


ing as 
units. 




47 
11 
19 

4 
90 
40 
61 

1 


6 

1 

10 


53 

12 

29 

4 

185 
91 

141 
2 
2 
5 
2 
12 
80 
35 
71 
38 
5 
16 
18 
23 

193 

174 

229 

6 

23 

103 
64 
12 
37 

130 
18 

183 
4 
96 
88 
23 
35 

219 
18 
22 
58 
4 
33 
31 
13 
12 

194 
21 

137 
39 


3 


1 








9 
1 

32 

27 

8 

1 


2 








95 

51 

80 

1 

2 

5 

2 

3 

51 

27 

31 

11 

1 

15 

13 

18 

142 

111 

130 

1 

8 

17 

18 

2 

26 

77 

5 

127 

2 

18 

52 

11 

9 

108 

11 

2 

9 

2 

13 

7 

3 

7 

62 

17 

71 

22 


10 




2: 


















2 

2 

8 

30 

17 

45 

25 

4 

4 

8 

2 

13 

44 

74 

3 

18 

32 

37 

8 

7 

16 

9 

46 

3 

39 

28 

13 

22 

37 

3 

2 

32 

4 

25 

6 

7 

5 

29 

7 

43 

15 












9 
29 

8 
40 
27 

4 

1 

5 

5 
51 
63 
99 

5 
15 
86 
46 
10 
11 
53 
13 
56 

2 

78 
36 
12 
26 
111 

7 
20 
49 

2 
20 
24 
10 

5 
132 

4 
66 
17 


k 




5 








16 




14- 
























12 




61 




1 




3 




IS 




27 




V- 








1 




2 












14. 








3 




18 




3 












17 








6 


Utah 














17 








8 




3 




1,530 


1,513 


3,043 


855 


271 







Table B represents the number of cooperating community school 
organizations, as well as cooperating county school organizations 
associated with the Division of Citizenship Training during the fiscal 
vear 1920. 



/ 







ind declar^ 
hip Edr'*, 



ners and de< 
show that th 



• 



WITH THE DIVISION OF CITIZENSHIP TRAINING. 



13 



Column three, which represents the total number of new communi- 
ties (those enlisting in the work for the first time), and renewed 
communities (those which had joined in the work in previous years 
and renewed their activities for 1919-20), gives a grand total of 
3,043 communities actively cooperating in Americanization work. 
Minnesota with a total of 229 communities and Pennsylvania with 
only 10 less make an exceptionally good showing. Washington, 
Massachusetts, California, and New York, however, have nearly as 
many active communities. 

Column four shows the number of counties represented by the 
total number of new and renewed communities. 

The last column includes those counties in which the head of the 
county school organization pledged support in the work. 

Table C. — Showing in first and second columns partial reports from 1.295 communities 
of the number of classes and total enrollment, and in remaining columns names fur- 
nished and blank supplies furnished to the total number of cooperating communities as 
enumerated in last column. 





Number 

of 
classes. 


Total 
enroll- 
ment . 


Names fur- 
nished. 


Blank supplies 
furnished. 


Com- 
munities 


State. 


Candi- 
dates. 


Candi- 
dates' 
wives. 


Cards. 


Letters. 


cooper- 
\ ating 
(total). 






480 
28 
254 


315 
3 

87 






53 


Alaska. . . 


20 
26 


324 
824 


500 
833 




12 






29 






4 




143 

49 
155 


7,675 
1,507 
3,377 


3,663 
1,051 
3,592 


1,700 

484 

1,928 


1,197 
745 
955 


1,743 


185 




91 


Connecticut 


50 


141 




2 




24 

5 

1 

3 

101 

22 

18 

8 

1 

2 

2 

7 

315 

152 

594 


791 
311 

7 

27 

1,925 

1,747 

338 

3, 221 

10 

26 

471 

254 

7,737 

4,538 

7,621 


391 

82 

240 

37 

15,571 

2,469 

581 

336 

166 


164 

31 

81 

17 

7,056 

1,193 

456 

188 

96 


675 




2 
5 

2 
12 














Illinois 


3,090 1 fi-666 


80 




114 




35 




194 
275 
50 




71 


Kansas 




38 












16 




258 

2,236 

7,681 

11,458 

5,648 


109 

952 
3,921 
4,626 
2,500 






18 


Maryland 


168 

2,725 

145 

863 




23 






193 






174 






229 






6 




25 

28 

35 

10 

107 

140 

8 

1,184 


630 

378 
2,188 

190 
2,193 
4, 100 

112 
46,752 


21 

687 

807 

11 

186 

12,907 

24 

34,384 


9 

311 

364 

3 

94 

7,677 

10 

16,666 






23 




43 
310 
30 

S4 
512 




103 






64 


Nevada 




12 






37 






130 






18 




4,199 




183 






4 


North Dakota 


83 

213 

8 

18 

312 
35 

1 
41 


522 

7,185 

46 

404 

11,556 

2,367 

27 

609 


135 
4,053 

46 
855 


42 

5,222 

28 

468 


435 
3,232 




96 


Ohio 


60 


88 




23 




240 
4,157 

200 
27 
20 




35 




9,812 • 5,754 
1,101 549 

196 50 

197 93 


1,550 


219 




18 






22 






58 






4 


Texas 


38 

52 

2 

5 

113 

1 

95 

19 


1,156 

908 

51 

112 

3,264 

10 

2,083 

362 


626 305 

348 148 
54 23 

659 117 
5,045 1,884 

224 ! 120 
4,991 ; 4,213 

183 62 






33 


Utah 






31 




35 

850 
1,132 




13 






12 






194 






21 




1,076 
133 


680 


137 


Wyoming 


39 








Total 


4,241 


129,942 ! 


133,774 : 70,119 


29,244 


10,083 


3,043 



Note. — Only partial reports as to number of classes and total enrollment are due to the fact that 
from some States no statistics were received in answer to the questionnaires sent out. 



DIVISION OF CITIZENSHIP TRAINING-BUREAU OF NATURALIZATION-U. S. DEPARTMENT OF LABOR 

Field of Federal Promotion of Public Schools in Citizenshin FHuratirm thrmmh +h« n:, ■ ■ x r-'i- l- -r ■ ■ oi_ .. ■• . „ _ . „ ... 

Comn!rpH with w!!T ■ ?■ D»v sion of Citizenship Training, Showing the Number of Foreign Born Applying for Citizenship through the Bureau of Naturalization 

Compared with Net Immigration; and the Number of Communities in which such Educational Promotion is Under Way. 



Years indicated are fiscal years ended J 




ngrant incoming aliens from the total incomin 



(To face page 13.) 



(■) Net immigration 



»> Petition ^ wi ra "°" T Sm T ai6]ti ™ '° '^ '° r8ien - b0rn ™» U <°" * r "-»"»« *• «**«. -d r 
I 1 Petitioners, wives, and foreisn-born minor children_190 7 -, 918 . 

(«) Petitioners. 
Co) Declarants, 
(e) Wives and foreign-born minor children of both oetitioner, *„A A , . 

Years of experience and counts repeatedly ma^ show ,h ?%'""??■ , 
(I) Petitioners, wives, and fo,ei 8 n-born minor childen add " ' "*""''"*""' ""*" C ' ti "" M " «P™ >-«5 additional persons of forei B n birth („ 

(«) Number of communities cooperating in such Cit!»n,h' 7a '' """' ^ '° r8isn - born m '""" 'hildren-1919-,920. 

anno, such Citizenship Educa ,f the foreign born. 



14 



WORK OF THE PUBLIC SCHOOLS 



From Table C it will be noted that during the fiscal year 1920 partial? 
reports received from 1,293 of the 3,043 communities in all parts of 
the United States indicate 4,241 citizenship classes actually estab- 
lished, with an enrollment of 129,942 students. To hundreds of schools 
in communities where there has been active cooperation, a total num— 
berof 133,774names of candidates for naturalization and 70,119names 
of the candidates' wives have been sent. Invitations from the division: 
to go to the public schools were also sent to them. 

A total number of 29,244 blank educational cards for enrolling; 
candidates in the classes and 10,083 letters of invitation have been- 
sent to many cooperating communities. 

The last column of this table shows a total of 3,043 cities, towns,,, 
and rural communities where cooperation with the division in 
Americanization activities was assured. 



Table D. — The following two statements give a complete list, by States and cities or- 
towns, of the communities cooperating through their public schools with the Division-, 
of Citizenship Training, during the fiscal year ended June SO, 1920. 

Statement 1 — Cooperating communities where statistics are available showing- 
the number and enrollment of established classes, number of names of candidates- 
and candidates' wives furnished thereto, and number of blank forms supplied. 





Number 
of classes. 


Total 
enrollment 


Names furnished. 


Blank supplies 
furnished. 


State and city or town. 


Candi- 
dates. 


Candi- 
dates' 
wives. 


Educa- 
tional 
record 
cards. 


Letters of 
invitation^ 


Alabama. 
Birmingham (including En- 






477 
1 
1 
1 


313 
1 
1 






Boyl.es 










Cardiff 










Fairfield 






















Total 






480 


315 
















Arizona. 
Bisbee (including Don Luis, 






51 
26 

34 

26 


19 

10 

12 

10 


675 




Clifton 


2 

8 


36 

344 




Douglas (including Boney- 
ville, C & A. addition, 
Pirtleville, Railroad addi- 
tion, Sunnyside Addition) . . 

Globe 










Humboldt 


1 
3 

1 
2 


7 
200 

12 
24 








28 
65 


7 
25 






Miami (including Lower 


3 










24 


4 












25 
130 






8 
1 


200 
1 

























Total 


26 


824 


254 


87 | 


833 








Alaska. 
Anchorage 






23 


3 


100 






1 
1 
2 
12 
1 
1 
1 
1 


27 
22 
15 
149 
2 
51 
25 
21 
12 






2 










400 








1 














































3 


















Total 


20 

-^ ■ 


324 


28 


3 


500 






:. 



WITH THE DIVISION OF CITIZENSHIP TRAINING. 
Statement 1— Continued. 



15 





Number 
of classes. 


Total 
enrollment 


Names furnished. 


Blank supplies 
furnished. 


State and city or town. 


Candi- 
dates. 


Candi- 
dates' 
wives. 


Educa* 
tional 
record 
cards. 


Letters of 
invitation. 


California. 
Alameda 


5 


136 


36 
4 
8 
6 


22 
3 
1 
5 






A lhambra 






Antioch (including Pittsburg) . 


8 
2 
3 
4 

7 


230 
19 
56 
96 

408 








30 




A zusa 




Bakersfleld 










Berkeley (including Albany, 


63 
11 


33 

8 












Col ton 


3 
4 
1 


58 

131 

6 






Crockett. 










Daly City 


6 
5 

76 

1 

224 


6 
3 

14 


12 




Dunsmuir 




Eureka (including Elk River, 
Fairhaven, Falk, Fresh- 
water, Rolph, Ryans Slough 
Samoa) 


1 
2 


32 
41 






Fillmore 






Fresno 


98 


225 




Glendale 


1 


11 




Halfmoon Bay 






75 






5 


75 


5 

44 

782 
3 


2 

24 

371 
1 




Long Beach (including Ala- 
mitos, Seal Beach, Wilming- 
ton) 






Los Angeles (including Holly- 
wood, Huntington Park, 
Playa del Ray) 


10 
6 
4 
2 

42 

2 
3 


3,660 

7 

124 

42 

1,265 

15 
144 




565 


Monrovia 






Needles 






Newman 










Oakland (including Piedmont, 


1,406 

2 
71 

5 


650 

1 
29 

4 




328 


Ontario (including Alta Loma, 
Cucamonga, Ftiwanda, 
Guasti; Mountain View, 
Upland) 






Pasadena (including Alta- 






Pomona (including Clare- 
mont, Lordsburg, San Di- 






Redondo Beach (including 
Hermosa Beach, Manhat- 


2 


27 






Redwood City (including Bel- 
mont, Las Lomitas, Menlo 


17 


9 






Richmond (including El Cer- 




334 










5 
7 

74 
3 


5 
3 

35 
1 












130 




Sacramento (including Brod- 


1 


23 










San Diego (including Chula 
Vista, East San Diego) 


14 


154 












850 


San Jose (including Berryessa, 
Campbell, Cupertino, Eden- 
vale, Evergreen, Hester, 
Los Gatos, Milpitas, Santa 






176 

22 

117 
9 

84 
12 


97 

7 

52 
1 

32 

7 


375 

45 
200 




San Mateo (including Beres- 
ford, Burlingame, Hillsbor- 








San Pedro (including Lomita, 
Harbor City, Terminal Is- 


1 


88 




San Rafael (including Ross, 




Santa Barbara (including Go- 
leta. Hope District, Monte- 










Santa Cruz 


2 


34 


35 





16 



WORK OF THE PUBLIC SCHOOLS 
Statement 1 — Continued. 





Number 
of classes. 


Total 
enrollment. 


Names furnished. 


Blank supplies 
furnished. 


State and city or town. 


Candi- 
dates. 


Candi- 
dates' 
wives. 


Educa- 
tional 
record 
cards. 


Letters of 
invitation. 


California — Continued. 

Santa Monica (including Ingle- 
wood, Ocean Park, Saw- 
telle, Sherman, Soldier's 
Home, The Palms) 






34 
2 


23 
1 
















South Pasadena 


1 
2 


12 

285 






South San Francisco 


48 

230 

2 

10 

15 
9 

29 


17 

120 

2 

4 

5 

4 






Stockton 












70 




Turlock 








Vallejo (including Bay Ter- 
race, Mare Island Navy 
Yard, South Vallejo) 




















Watsonville (including school 
districts of Aptos, Amesti, 
Calabasas, Carlton, Casserly, 
Corralitos, Ferndale, Fruit- 
vale, Green Valley, Hill 
School, Larkin Valley, Oak- 
dale, Pleasant Valley, Rail- 
road, Roache, San Andreas) . 










Yreka 


5 


162 


















Total 


143 


7,675 


3,663 


1,700 


1,197 


1,743 




Colorado. 


2 


27 


4 


4 








100 




Brighton 


2 


8 








Brush (including Snyder) 


13 


7 






Camp Shumway 


2 

1 
1 


10 

9 

34 

11 

800 






Cokedale (including Bon Car- 


1 


1 






Crested Butte -. 






Delagua 












10 


838 
1 


365 












Fort Collins 


1 

1 


25 
15 








Frederick (including Daeomo, 
Firestone) 


14 
3 

14 


9 
2 

10 


20 








Greeley (including Evans, La 
Salle, Lucerne) 


4 


60 
35 
18 

26 






Kersey 








2 
1 
1 
1 
1 
1 




















Lamar 












15 
16 
21 










Montrose 


6 
2 
6 

7 


6 
1 
2 
5 






Morley 






Oak Creek (including Pallas).. 






Oakview (including Ojo) 










Primero. "..'... 






100 
500 




Pueblo 


2 


43 


45 
8 


20 

7 




Rocky Ford 




Rugby 


1 

1 
2 
1 

1 


5 
11 
17 
17 
45 






Salida 










Segundo 










Severance 










Sopris 










Sterling (including Atwood, 
Crook, Graylin, Iliff, Pa- 
droni, Willard) 


17 


10 






Sugar City 


1 

4 

1 


29 

43 

8 






Telluride (including Liberty 
Bell Mine, Smuggler, Smug- 
gler Mill, Smuggler Mine, 
Tomboy Mine) 


18 


3 






Timpas 






Trinidad (including Berwind) . 


41 


23 


25 




Walsen 


1 
2 


10 
28 






12 


8 







WITH THE DIVISION OF CITIZENSHIP TRAINING. 
Statement 1 — Continued. 



17 





Number 
of classes. 


Total 
enrollment. 


Names furnished. 


Blank supplies 
furnished. 


State and city or town. 


Candi- 
dates. 


Candi- 
dates' 
wives. 


Educa- 
tional 
record 
cards. 


Letters of 
invitation. 


Colorado— Continued . 


1 


21 
100 


1 


1 






















Total 


49 


1,507 


1,051 


484 


745 








Connecticut. 






112 

3 

4 


56 

2 
1 






Berlin (including Beckiey, 
Blue Hills. East Berlin, 










Branford (including Madison). 
Bridgeport (including Long 

Hill, Nichols, Stratsfleld, 

Trumball) 










28 
1 


867 
17 






















55 




Danielson (including Brook- 






17 
11 

86 

16 

629 
3 


8 
6 

55 

7 

336 

1 




Derby (including East Glas- 










Fairfield (including Green- 
field Hill, Holland Hill, 
Nichols Terrace, Plattsville, 










■Greenwich (including Banks- 
ville, Cos Cob, Glenville, 


26 


284 






Hartford (including East 


135 

60 














i 

4 
8 


7 

44 

292 
















45 
81 


25 
55 




















50 


Naugatuck (including Grove- 
side, Mellville, Pond Hill, 
Straits ville, Union City) 


4 
32 


153 
839 


13 

198 
47 

8S9 

166 
3 

103 

7 
11 

14 
24 

11 

51 
10 


5 
141 
21 

452 

77 
2 

71 

3 

8 

6 
15 

6 

27 
5 
















New Haven (including East 
Haven, Hamden, West 










New London (including Gro- 
ton, Montville, Mystic, 




















Norwich (including Norwich- 
ton, Taftville, Yantic) 

Plainville (including Burling- 
ton, Canton Street, Collins- 
ville, Farmington Center, 


2 
2 


90 
20 
















Rockville (including Elling- 
ton, Tolcottville, Tolland, 
Vernon, Vernon Center) 


1 


2 






55 

50 




Southington (including Che- 
shire, Marion, Milldale, 
Plantsville) 








South Norwalk (including 
Cranberry, East Norwalk, 
Rowayton, West Norwalk, 
Wilton) 


















Stamford (including Darien, 


8 
9 


251 
51 






"re 


46 







23594—21- 



18 



WORK OF THE PUBLIC SCHOOLS 
Statement 1 — Continued. 





Number 
of classes. 


Total 
enrollment. 


Names furnished. 


Blank supplies 
furnished. 


State and city or town. 


Candi- 
dates. 


Candi- 
dates' 
wives. 


Educa- 
tional 
record 
cards. 


Letters of 
invitation. 


Connecticut— Continued . 

Thompsonville (including En- 
field, Hazardville, Scitico, 
Somerville) 


9 
9 


311 


5 


3 






Torrington (including Burr- 
ville, Newfield, Torringford, 
West Torrington) 


600 




Wallingford 




23 

889 


13 
452 




Waterbury (including Buck's 
Hill, East Farms, East 
Mountain, Hopeville, Mid- 
dlebury. Mill Plain, Oro- 
noque, Park Road, Prospect, 
Reidviile, Town Plot, 
"Waterville, Wolcott) 










Watertown 


1 
1 
3 
6 


12 
17 
76 
44 






Westport (including Greens 
Farms, Saugatuck) 


4 
22 


2 
9 






Willimantic (including town 






Windsor (including Poquo- 






Winsted (including Norfolk, 
Winchester) 


19 


12 
















Total 


155 


3,377 


3,592 


1,928 


955 


50 






District of Columbia. 

Washington (including Lang- 
don Station) 


24 


791 


391 


164 


675 








Florida. 

Tampa (including West Tar- 
pon Springs) 


3 

2 


187 
124 


79 


29 






West Tampa (Tampa P.O.)... 
















Total 


5 


311 


82 


31 












Georgia. 
Atlanta 






129 
111 


48 
33 






Savannah 


1 


7 












Total 


1 


7 


240 


81 












Idaho. 

Pocatello (including Fairview, 
North Pocatello) 






37 


17 






Potlatch 


3 


27 
















Total 


3 


27 


37 


17 












Illinois. 
Alton. 


2 
10 

8 


51 
299 
47 


14 
86 


3 

54 






Aurora (including Montgom- 






Blue Island (including Burr 
Oak, Morgan Park) 






Bridgeport 


3 
12 


2 

7 






Canton (including Brereton, 
Norris, St. David) 




















Hawthorne, Jefferson, Ken- 
sington) 






13,759 

137 

90 

38 

2 


6,202 

73 

40 
20 




6,000 


Chicago Heights (including 

Cicero (including Drexel, 

Grant Works, Warren Park). 

Decatur 


3 

2 


86 
38 


100 

30 
10 








Dixon 








Duquoin 


3 














34 
75 


11 
30 


500 
2,350 






18 


453 





WITH THE DIVISION OF CITIZENSHIP TRAINING. 19 

Statement 1 — Continued. 



State and city or town. 



Illinois— Continued. 



Eldorado 

Fairmount 

Geneva (including Batavia). . . 

Granite City ; 

Joliet (including Rockdale) — 

Kewance 

La Salle (including Utica) 

Mark 

Moline (including Silvis) 

North Berwin ( including Dis- 
trict 98, Cook County, Oak 
Park P. CO 

Oglesby (including La Salle 
Township) 

Peoria 

Piano 

Pocahontas 

Quincy 

Rockford 

Rock Island 

Royalton (including Bush, 
Hearst) 

Sesser 

Streator 

Taylorville 

Techny 

Tovey 

Wauicegan 

Woodstock 



Total. 



Indiana. 

Anderson (including Alexan- 
dria, Ehvood, Frankfort, 
Lanel, Middletown, Pen- 
dleton) 

East Chicago (including Indi- 
ana Harbor) 

Fort Wayne (including Areola, 
Huntertown, New Haven) . . 

Gary 

Huntington 

Kokomo (including Center 
Township) 

Michigan City 

Mishawaka 

Richmond 

South Bend (including River 
Park) 

Terre Haute 

Whiting (including Roberts- 
dale, Roby, Stieglitz Park).. 



Total . 



loiva. 



Albia 

Aurelia 

Boone 

Buffalo Center 

Burlington (including West 
Burlington) 

Cedar Falls 

Cedar Rapids (including Ben- 
son, Bertram. Cedar 
Heights, Covington, Edge- 
wood school district, Janes- 
ville, Kenwood Park, Linn 
Junction, New Hartford, 
Palo, Parkers burg, Robbins) 

Centerville 

Clinton 

Council Bluffs 



Number j Total 
of classes, enrollment, 



Names furnished. 



Blank supplies 
furnished. 



Candi- 
dates. 



107 
52 

125 



35 
151 



60 

576 

61 

57 



Candi- 
dates' 
wives. 



Educa- 
tional 
record 
cards. 



19 

24 S 
39 
33 



101 



22 



12 
'278' 

30 
"29* 



25 



119 



15 
125 
95 

18 

19 | 

28 

10 

11 . 
10 
81 

12 I 



1,925 



56 

805 

35 



800 



1,747 



15,571 



1 

1,084 

209 

443 

10 



576 



2,469 



160 
12 

156 
36 



1 

314 

120 

134 

4 

11 
56 
16 

7 

338 
69 

123 



1,193 



100 



Letters of 
invitation. 



3,090 



6,000 



20 



WORK OF THE PUBLIC SCHOOLS 
Statement 1 — Continued. 





Number 
of classes. 


Total 
enrollment. 


Names furnished. 


Blank supplies 
furnished. 


State and city or town. 


Candi- 
dates. 


Candi- 
dates, 
wives. 


Educa- 
tional 
record 
cards. 


Letters of 
invitation 


Iowa — Continued . 
Davenport (including Betten- 








100 
143 


38 
66 




Des Moines (including Valley 












5 


38 








1 
1 
3 

42 
6 


1 
1 
3 
14 
1 




























1 


51 














1 
2 

1 
3 


28 

35 

2 

101 






Pella 


4 
1 

103 
2 
2 












2 




Sioux City (including Leeds, 
Morningside, Riverside, 


54 
















2 


















18 


338 


581 


456 


194 








Kansas. 
Capaldo (Pittsburg P. 0.) 


1 
3 


27 
39 


2 
4 
1 
1 


2 
1 
1 
1 


















2 
1 


40 
22 

3,079 
3 
11 












Kansas City ( including Argen- 
tine, Bethel, Bonner Springs, 
Maywood, Menages Junc- 
tion, Piper, Rosedale, 
Turner, Vinewood, Welborn, 


318 
1 


177 
1 


275 




Narka 


i" 








1 

8 


1 

4 


























Total 


8 


3,221 


336 


188 


275 




Kentucky. 






1 
165 








Louisville (including High- 


1 


10 


96 


30 
20 




















Total 


1 


10 


166 


96 


50 




Louisiana. 


1 

1 


17 
9 
































2 


26 




















Maine. 


1 
1 


10 
22 


14 


5 














32 

4 

76 
25 

49 

58 


11 
3 

40 
4 

27 

19 








.. 










439 












Rumford (including Mexico, 








Waterville (including Fair- J 


















Total 


2 


471 


258 


109 






r- — 






WITH THE DIVISION OF CITIZENSHIP TRAINING. 
Statement 1 — Continued. 



21 





Number 
of classes. 


Total 
enrollment 


Names furnished. 


Blank supplies 
furnished. 


State and city or town. 


Candi- 
dates. 


Candi- 
dates' 
wives. 


Educa- 
tional 
record 
cards. 


Letters of 
invitation. 


Maryland. 

Baltimore (including Arling- 
ton, Brooklyn, Catonsville, 
Curtis Bay, bundalk, Prank 
linville, Fullerton, Garden- 
ville, Govans, Hamilton, 
Hillsdale, Mount Winans, 
Orangeville, Overlea, Pikes- 
ville, Roland Park, St. Hel- 
ena, South Baltimore, Spar- 
rows Point, Towson, West 


6 
1 


243 
11 


2,236 


952 


150 

18 














Total 


7 


254 


2,236 j 952 


168 










Massachusetts. 


1 


192 
00 

75 






125 






14 


7 




Attleboro (including Chattery, 


i 










! 2' 


1 
3 






Barre (including Gilbertville, 
Hardwick, Petersham, 
South Barre White Vallev i ^ 


65 
65 


8 






Beverly (including Danvefs, 


4 








43 

i 

3,761 

39 

319 

3 

187 

103 

25 

6 

2 

168 

1 

243 

46 
207 


16 

1,703 
19 
133 






Boston (including Allston, 
Brighton, Charlestown, Dor- 
chester, East Boston, Hyde 
Park, Jamaica Plain, Matta- 
pan. Mount Hope, Roslin- 
dale, Roxbury, South Bos- 
ton, West Roxbury, Read- 
ville) 


91 


2, 728 

182 








2 














3 


48 
24S 
179 

94 

80 








in 


85 

77 

14 

5 

1 

107 
1 

187 

22 
128 


750 

500 








Clinton (including Boylston, 


5 




Easthampton (including 

Southampton'* 

Easton (including Mansfield, 


5 










Fall River (including Swansea, 
Tiverton, R. I., Westport). .. 


8 


257 


150 
100 














Framingham (including Ash- 












14 
11 


275 

89 






Gloucester (including Bay 
View, East Gloucester, Es- 
sex, Lanesville, Magnolia, 
Manchester, West Glouces- 
ter). 








2 

41 

40 

403 

381 

3 

1 


1 

18 

28 

269 

214 

2 






Greenfield (including Deer- 
field) 










Haverhill (including Merri- 
mac, Newton, N. H., Plais- 
tow, N. H.) 










Holvoke (including South 
H'adley, South Hadley Falls, 


3 
14 


110 
609 






Lawrence (including North 






Lenox (including Lenox Dale, 






Leominster (including Lunen- 
berg) 


14 


188 







22 



WORK OF THE PUBLIC SCHOOLS 
Statement I — Continued. 



1 


Number 
of classes. 


Total 
enrollment 


Names furnished. 


Blank supplies 
furnished. 


State and city or town. 


Candi- 
dates. 


Candi- 
da ces' 
wives. 


Educa- 
tional 
record 
cards. 


Letters of 
invitation. 


Massachusetts— Continued. 
Ludlow 


2 


47 


36 

324 
142 

29 
15 
2 


26 

156 
82 

22 
6 
2 


45 
400 




Lynn (including Nahant, 
Saugus, Swampscott) 




Maiden 


23 


405 




Marlboro (including North- 
boro) 








4 
9 
2 

30 


59 
51 






Melrose 






Methuen 






New Bedford (including 
Acushnet, Dartmouth, Fair- 
haven, Freetown) 


871 


65 
33 


41 
15 






Newburyport 


100 




Newton (including Auburn- 
dale, Chestnut Hill, Eliot, 
Newton Center, Newton 
Highlands, Newton Lower 
Falls, Newton Upper Falls, 
Newtonville, Nonantum, 
Riverside, Waban, West 
Newton) 


1 
2 


10 
43 




North Attleboro (including 
Plainville) 


14 

85 

12 

80 
127 


11 

57 

9 

50 
56 


100 




Norwood (including Balch 
District) .,_. 




Palmer (including Bondsville, 
Thorndike, Three Rivers) . . . 










Plymouth 


2 


31 






Quincy 


25 




Shirley 


2 

'5 


25 

172 




Somerville 


8 
420 


7 
213 






Springfield (including Indian 
( rchard, Long Meadow) 


135 




Taunton 


17 
2 


320 
34 




Vineyard Haven (including 
Fisbury Township) 






45 




Walpole (including Foxboro, 
Norfolk) 


3 

50 
15 


1 
29 
10 




Waltham , 










Warren 


7 
1 


101 

24 






Wellesley 






West Springfield 


20 
153 


16 

71 


100 

150 




Worcester 














- 


Total 


315 


7,737 


7,681 


3,921 


2,725 










Michigan. 


2 


20 


7 
22 


5 
9 














2 
1 


44 
5 






Bay City (including Banks, 
East Side, Essexville, Sals- 










Benton Harbor (including 


53 
65 


25 
15 








4 
1 


70 
2 














8 

11 

8,300 
7 

11 

78 
99 

17 
607 

6 


1 

6 
2,884 






Crystal Falls (including Tobin 
Location, Western Location) 










64 
1 


2,750 
4 

30 
53 












Dodgeville (including Isle 
Royale Mine, Superior Lo- 


5 

32 

46 

8 
487 

3 






Escanaba (including North 


1 






Flint.. 






Grand Haven (including Fer- 
rysburg, Spring Lake) 


6 


87 










Gwinn (including Cyr Mining 
Location, Princeton) 


9 


71 







WITH THE DIVISION OF CITIZENSHIP TRAINING. 23 

Statement 1 — Continued. 





Number 
of classes. 


Total 
enrollment. 


Names furnished. 


Blank supplies 
furnished. 


State and city or town. 


Candi- 
dates. 


Candi- 
dates' 
wives. 


Educa- 
tional 
record 
cards. 


Letters of 
invitation. 


Mich iga n— Continue d . 


1 

3 
3 
1 

4 


60 

94 
32 
10 
56 
90 


761 

13 

29 


388 

7 
17 






Hancock (including Franklin 
Mine, l'ewabic, Quincy 






Houghton (including Ionia). . . 






















210 

38 
1 

178 
11 
cZ 

4 

15 
27 

314 

8 

27 

5 

18 

145 

68 


78 

22 
1 

91 

3 
8 

1 
8 
11 

208 
7 
14 
2 

14 

46 
27 






Kalamazoo (including Com- 
stock, Galesburg, riainwell, 
















Lansing (including Bath, De 
Witt, Dimondale, East Lan- 
sing, Halsett, Holt, Mason, 
St. Johns) 











Loretto ( including Waucedah) 




40 
46 

51 


:::::::::::::::::::::::: 


2 
2 




Mohawk (including Ahmeek, 






















Muskegon (including Fniit- 










Muskegon Heights 


3 

2 
3 

10 

1 


42 
67 
41 

241 

18 
















Painesdale' including Atlantic 
Mine, Baltic, South Range, 






Pontiac (including Clarkston, 
Farmington, Holly, Orion, 






Port Huron (including North 
Port Huron, Salt Block, 






Redridge 

Republic 

Saginaw (including Birch Run, 
Bridgeport, Buena Vista 
Township, Burt, Carrolton, 
Fosters, Ireeland, Merrill, 
Oakley , Spalding Township, 


1 

2 

4 
4 

4 

2 


17 
15 

185 

83 

25 
35 














147 

20 

57 

1 
6 


92 
12 

19 












Sault Ste. Marie (including 
Algonquin) 

Stambaugh (including Cas- 
pian, New Caspian, Palatka) 






45 
100 




5 






1 

8 


52 
102 




Wakefield (including Castile 
Mine, Micado Mine, Ply- 
mouth Mine, Waco Loca- 
tion, Waco Mine) 


31 


19 










Total 


152 ; 4,538 


11,458 


4,626 


145 








Minnesota. 

Albert Lea (including Alden, 
Armstrong, Clarks Grove, 
Glenville, Hayward, Man- 


3 j 17 












4 
1 

34 
11 


2 

1 

18 
3 














Aurora (including Adriatic, 
Me'aba, Miller, Mohawk, 


5 
1 


90 


50 




Austin (including Browns- 
dale, Lansing, Oakland, 
Ramsey, Rose Creek, Wal- 




Badger 


1 1 







24 



WORK OF THE PUBLIC SCHOOLS 
Statement 1 — Continued. 





Number 
of classes. 


Total 
enrollment 


Names furnished, 


Blank supplies 
furnished. 


State and city or town. 


Candi- 
dates. 


Candi- 
dates' 
wives. 


Educa- 
tional 
record 
cards. 


Letters of 
invitation. 


Minnesota — Continued. 
Biwabik (including Pineville) 


1 
17 

25 


17 
294 

520 


19 
19 

73 

62 
11 

35 
896 

16 


6 

8 

37 

15 
11 

11 
312 

5 






Buhl (including Dean Mine, 
Wanless, Woodbridge) 


150 




Chisholm (including Balkan 
Township, Billings Loca- 
tion, Clark Location, Dun- 
woody Location, Hartley, 
Monroe Location, Myers, 




Coleraine (including Bovey, 
Calumet, Marble, Taconite). 






Columbia Heights 


2 


37 






Crosby (including Dearwood, 
Ironton) 






Duluth 


26 


676 


15 




East Grand Forks (including 
Grank Forks, N. Dak.). . . 




East Lake 


2 
8 

30 


11 

227 

449 






Ely (including Savoy Loca- 
tion) 










Eveleth (including Drake and 
Stratton Location, Troy Lo- 


104 


43 
31 

26 


400 
16 

19 
53 




Fergus Falls (including Aur- 
dal Township, Battle Lake, 
Buse Township, Pelican 
Rapids, Rothsay, Under- 
wood) 




Gilbert (including Belgrade 
Mine, Elba Location, Genoa, 
Genoa Mine Location, Hut- 
ter, McKinley, St. Louis 
River R. S., Schley Loca- 
tion, Sparta) 


19 
1 
1 
1 

7 
3 
1 


322 

7 
10 
35 

68 
16 






Grand Marais 


2 




Grayling 






International Falls, Ranier 


27 

54 
2 

12 
1 


11 
33 


40 




Keewatin (including Bennet 
Mine, Bray Mine, Mississip- 
pi, St. Paul Location) 




Lawler 


15 




Little Falls 


8 




Lyle 








Mahnomen 








12 
40 




Mankato (including Eagle 
Lake, Lake Crystal, North 
Mankato, St. Peter) 






18 


9 




Menahga 


1 
349 


8 
2,888 




Minneapolis (including Rob- 
insdale, St. Louis Park). . . 


2,890 

13 
10 


1,327 

2 
2 






Montevideo (including Wat- 
son, Wigdahl) 


53 




Moorehead 








Mora (Rural district 6) 


1 


1 






Mountain Iron (including Cos- 
tin, Ellis, Hopper, Kinross, 


3 
51 








Nashwauk (including Balsam 
Lake School, McLeod School, 
Paratella School, Shoemaker 
School) 






17 






New Ulm (including Cotton- 
wood, Lafayette, Milford, 


1 
1 


21 
3 






Norwood (including Bongard, 
Cologne, Hamburg, Motor- 
dale, Plato, Waconia, Young 










Park Rapids 


1 


1 






Red Wing 


1 


11 
15 

63 
1,020 
















St. Cloud (including Sartell, 

Waite Park, White Park) .... 

St. Paul 


3 
47 


4 
1,029 


1 
466 






:::::::::::: 






WITH THE DIVISION OF CITIZENSHIP TRAINING. 25 

Statement 1 — Continued. 





Number 
of classes. 


Total 
enrollment. 


Names furnished. 


Blank supplies 
furnished. 


State and city or town. 


Candi- 
dates. 


Candi- 
dates' 
wives. 


Educa- 
tional 
record 
cards. 


Letters of 
invitation. 


Minnesota — Continued. 


2 
3 

2 
2 

25 
1 
1 


4 

20 
165 
56 
34 

480 

1 

14 










South St. Paul 


42 
2 
97 

105 


22 

2 

25 

45 


















Virginia (including Florenton, 
Franklin, Northside) 






























Total 


594 | 7,621 


5,648 j 2,500 


863 






Missouri. 
Crystal City 






10 


4 








3 

22 


97 
498 






Kansas City (including Inde- 
pendence, North Kansas 
City, Rosedale, Kans.) 










11 


5 










35 


















Total 


25 


630 


21 


9 






1 


Montana. 

Butte (including Centerville, 
Meaderville, McQueen Ad- 
dition, South Butte, Walker- 
ville)... 






428 


208 






Flat Willow 


1 
3 


1 
24 
















Glendive (including Allard, 


30 


20 






Graber (including School Dis- 
trict 108) 


1 

4 
6 
2 
1 


4 

117 
70 
4 
3 






Great Falls (including Black 


137 


64 
































Lewiston (including Glen- 
garry, Hilger, Moore, South 


23 
31 
37 


3 
13 
3 


















1 
1 
3 
3 


18 

2 

4 

120 


















15 
10 
10 

8 






















1 
1 


2 
9 


1 






















Total 


28 


378 


687 


311 


43 









Nebraska. 


4 
1 


22 
18 










Blue Hill 












12 










1 
1 
1 
2 
8 
1 

13 

4 

15 
1 

1 
1 


9 
11 
15 

2 
89 
12 

491 

17 

1,446 

1 

1 

20 








































39 


16 












Lincoln (including College- 
view, Normal, University 


118 

19 

603 


48 

15 

280 






Norfolk (including South Nor- 






Omaha (including Benson, 
Florence, South Omaha) 


275 


















i 





26 



WORK OF THE PUBLIC SCHOOLS 
Statement 1 — Continued. 





Number 
of classes. 


Total 
enrollment. 


Names furnished. 


Blank supplies 
furnished. 


State and city or town. 


Candi- 
dates. 


Candi- 
dates' 
wives. 


Educa- 
tional 
record 
cards. 


Letters of 
invitation. 


Nebraska— Continued . 


1 


34 


1 










4 


2 












35 




Wilber 






1 
9 


1 
1 
























Total 


55 


2,188 


807 


364 


310 








Nevada. 
McGill 


2 

8 


40 
150 


11 


3 


30 




















10 


190 


11 


3 


30 








New Hampshire. 

Berlin (including Gorham, 
Milan) 


14 
14 
2 
2 

8 
2 

8 

' 4 
28 
8 
5 
6 
6 


528 
208 
39 
26 

78 
35 

100 

50 
641 
193 

28 
160 
107 


148 
5 


77 
2 




























Franklin (including Hill, 
Northfield, Sanbornton) 














75 




Manchester (including Au- 
burn, Bedford, Bow, Can- 
dia, Chester, Goft'stown, 


15 
3 


2 
3 




Milford (including East Mil- 


9 










8 


7 
































Somersworth (including Rol- 


6 
1 


3 






Suncook (including Allens- 




















Xotal 


107 


2,193 


186 


94 


84 








New Jersey. 


6 
4 


215 
117 


266 
1,145 

54 
58 

13 

1,233 
31 
101 

37 


134 
629 

36 
34 

1 

668 
22 
79 

17 












Bornardsville (including Bask- 
ing Ridge, Far Hills, Liberty 








2 
1 

1 


30 
48 

27 






Bordentown (including Roeb- 






Camden (including Collings- 
wood Borough,Haddonfleld 
Borough, Haddon Heights 
Borough, Merchantville Bor- 
ough, Pensanken Township) 










Clifton 


4 

1 
1 

4 

2 
2 


152 

30 
19 

152 

50 
54 






Dover (including Bowlbyville, 
Denville, Kenvil, Mill Brook, 
Mine Hill, Randolph Town- 
ship, Rockawav, Wharton). 

East Newark (Newark P. 0.).. 

Elizabeth (including Eliza- 
bethport, Elmora, Linden, 
North Elizabeth, Roselle 
Park) 










1,068 


579 






Englewood (including Cress- 








6 
12 


5 
9 
















18 







WITH THE DIVISION OF CITIZENSHIP TRAINING. 
Statement 1— Continued. 



27 



State and citv or town. 



New Jersey— Continued. 

Glen Ridge (including Glou- 
cester) 

Grantwood 

Hackensack (including Bogo- 
ta, Maywood, North Hack- 
ensack, Oradell, River 
Edge, Rochelle Park, Tea- 
neck) 

Harrison 

Hoboken 

Irvington 

Kearney (Arlington P. O.) 
(including Arlington, North 
Arlington) 

Lodi 

Newark 

New Brunswick (including 
Franklin Park, Highland 
Park, Millstone, Milltown). 

Newfield 

North Bergen (including East 
New Durham, Granton, 
New Durham, Woodclifl).. 

Orange 

Passaic 

Paterson (including Haw- 
thorne, North Paterson, 
Totowa, West Paterson) 

Perth Amboy (including 
Fords, Keasbey, Maurer, 
Sewaren) 

Phillipsburg 

Plainfield (including North 
Plainfleld) 

Prospect Park Borough 

Red Bank (including Eaton- 
town, Fairhaven, Little 
Silver, Rumson, Sea Bright, 
Shrewsbury! 

Rutherford "(including Carl- 
stadt, East Rutherford, Has 
brouck Heights, Lyndhurst, 
Moonaebie, Wallington, 
Woodridge) 

Somerville (including Man- 
ville) 

South River 

Summit (including Chatham, 
Millburn, New Providence, 
Short Hills, Springfield).... 

Trenton 

Westfleld 

West Hoboken (including 
Secaucus, Weehawken) 

West New York (including 
Guttenburg, Union Hill) 

Woodbine 

Woodbridge (including Aven- 
el, Iselin, Port Reading) 



Number 
of classes. 



Total. 



New Mexico. 

Albuquerque (including 
Baralas, Martine Town. 
Old Albuquerque) 

Dawson 

Doming 

Raton 

Total 



140 



Total 
enrollment, 



Names furnished. 



Candi- 
dates. 



1,253 



570 
331 



127 



44 
223 



376 
30 



107 



4,106 



92 
97 
694 
52 



43 
2,808 



289 



30 
241 

758 



392 
28 



Candi- 
dates' 
wives. 



17 

1,997 

8 

82 

80 
9 

15 



60 

60 

302 

31 



35 

1,686 



175 



Blank supplies 
furnished. 



Educa- 
tional 
record 
cards. 



22 
151 
573 



563 



1,219 

6 



12,907 



7,677 



10 



10 



12 



160 



52 



Letters of 
invitation. 



100 



512 



28 



WORK OF THE PUBLIC SCHOOLS 
Statement 1 — Continued. 





Number 
of classes. 


Total 
enrollment 


Names furnished. 


Blank supplies 
furnished. 


State and city or town. 


Candi- 
dates. 


Candi- 
dates' 
wives. 


Educa- 
tional 
record 
cards. 


Letters of 
invitation. 


New York. 
Albany (including West 










10 




Auburn (including Aurelius, 
Fleming, Melrose Park, 
Owasco, Port Bryan, Sen- 
nett, Skaneateles, Throop).. 

Au Sable Forks 


15 
1 


361 
12 


52 


36 

• 










49 

107 

1,740 


34 
65 
736 






Binghampton (including John- 


14 

113 
1 
2 
2 
14 
1 
1 


330 

2,224 
24 
38 
43 
33 
3 
20 






Buffalo (including Cheektowa- 


500 










7 


4 


135 
60 


























Clvde 


7 

70 

13 

34 

4 

5 

117 
48 
2 


6 
49 

4 
13 

1 

5 

69 
17 
2 


25 













11 


165 








Depew (including Bellevue)... 


4 


67 






Elmira (including Horse- 
heads, South port, Wells- 


3 

6 


61 

186 






70 ! . . . - 




5 
50 






2 
3 
2 


50 
60 
66 












Fulton 


25 

3 

7 

27 

23 


18 

1 

2 

17 

20 






















I 




2 
1 


49 
24 




Hastings-upon-Hudson 




9 
24 
23 

1 
4 


4 
14 
10 
1 
3 






































7 
7 

10 
121 


73 
3S 

236 
671 










Jamestown (including Celeron, 
Falconer, Frewsburg, Lake- 


85 
15 
27 


50 
9 
17 




















6 


105 






Little Falls 


28 
1 


17 
1 


















2 

1 
2 

3 

1 
1 
5 

10 


27 
24 
100 

96 

9 
20 
20 

314 








10 
15 

56 

4 


7 
9 

31 

2 












Mechanicsville (including Frog 






Medina (including Knowles- 


18 










1 


1 






Mount Vernon (including 
Bronxville, Pelham, Tuck- 








19 

328 

67 

29,125 

360 
26 

32 
1 
2 

71 


11 

187 
33 

13,971 

182 
19 

13 
1 
1 

36 








4 


51 














605 

33 
1 


28, 545 

771 
26 


4 
2,135 




Niagara Falls (including 








North Tonawanda (including 


267 
35 




Oakfield 


3 


13 










1 


41 







WITH THE DIVISION OF CITIZENSHIP TRAINING. 29 

Statement 1 — Continued. 



State and city or town. 



Blank supplies 
furnished. 



Number 
of classes. 




New York— Continued. 

Oneida (including Durham- 
ville. Oneida Castle, Wamps- 
ville) 

Oneonta 

Ossining 

Plattshurg 

Port Ivory (Staten Island 

. P. O.) 

Port .Tervis 

Poughkeepsie 

Rensselaer 

Rochester (including Brighton, 
Chili, Clarkson, Gates, 
Greece, Hamlin, Henrietta, 
Irondequoit, Mendon, Og- 
den, Parma, Penfield, Pef- 
inton, Pittsford, Riga, Rush, 
Sweden, Webster, Wheat- 
land) 

Itoclcville Center (including 
East Roclcaway, Lynbrook, 
Malverne, Oceanside) 

Rome 

Sag Harbor 

St. Johnsville 

Saratoga Springs 

Schenectady (including Al- 
plaus, Glenville, Niskayuna, 
Scotia, South Schenectady, 
Township of Niskayuna) 

Seneca Falls 

Sloan (Buffalo P. O.) 

Solvay 

Southampton 

Standish 

Syracuse (including East Syra- 
cuse, Eastwood, Liverpool, 
Onondaga Valley) 

Ticonderoga 

Tupper lake 

Utica (including Deerfield, 
New Hartford, New York, 
Mills, Whitesboro) 

Waterloo 

Watertown (including Brown- 
villel 

Whitehall 

Willsboro 

Yonkers 



Total. 



North Dakota. 



Alkabo 

Ambulance Butte (Solen P. O.) 

Antelope 

Benedict 

Beulah 

Bismark 

Burnstad 

Chimnev Butle (Mandan 
P. O.) 

Cooperst own 

Crown Butte (Sweet Briar 
P. O.) 

Dodge 

Eckelson 

Fargo 

Fayet t e 

Halliday 

Harvey". 

Hazen (including Expansion, 
Krem, Mannliaven. Stan- 
ton) 



30 



WOEK OF THE PUBLIC SCHOOLS 
Statement 1 — Continued. 





Number 
of classes. 


Total 
enrollment. 


Names furnished. 


Blank supplies 
furnished. 


State and city or town. 


Candi- 
dates. 


Candi- 
dates' 
wives. 


Educa- 
tional 
record 
cards. 


Letters of 
invitation. 


North Dakota— Continued. 

Heilbron, District No. 18 
(Hebron P. 0.) 




33 
37 
13 










Jamestown 


2 




















Kulm 




1 

21 
5 








Lakota (including Aneta, 
Dahlen, Kloten, Mapes, 
McVille, Michigan, Pekin, 
Petersburg, Tolna, Whit- 
man) 


1 
2 


12 
4 
12 
16 
,28 
8 


8 
4 




















1 

8 










Mercer 
























45 


7 


400 




Pleasantview, District 10 
(Courtnay P. 0.) 


1- 
1 
4 
5 


10 
9 

8 
9 




Solen 




















Turtle Lake 










Williston 


11 


5 






Wilton 


1 

7 

12 

1 


15 
32 

47 
27 
















Wishek 






1 










M 












Total 


83 


522 


135 


42 


435 








Ohio. 


3 


72 


106 
1.854 


43 

793 
70 

5 
34 

1 

284 






Akron (including Cuyahoga 
Falls, Doylestown, Hudson, 


6 
36 

3 
22 












Bedford 


2 


22 










60 












Canton (including East Can- 
ton, Louisville, New Berlin, 
North Canton, North Indus- 








82 




Cincinnati (including Car- 
thage, Dayton (Ky.), Elm- 
wood Place, Hartwell, Lock- 
land, Madison ville, Nor- 
wood. Reading, St. Bernard, 


4 
150 


264 
4,968 






Cleveland (including East 
Cleveland, Euclid, Newberg, 




2,972 
170 


1,583 
70 










Conneaut (including Amboy, 
East Conneaut, Nort Con- 


3 


50 

40 

148 

9 

39 
470 

8 
















Elyria (including Carlisle) 


10 

1 

3 
24 

1 


















Hamilton (including Coke 
Otto, Fairfield Township, 
Overpeck, St. Clair Town- 
ship, Symmes Corner, Tren- 


5 


3 














11 

4 
2 

9 


1 
2 
2 

8 












Neffs 






30 




Piqua (including Bradford, 
Covington, Fletcher, Len 
Conover, Lockington, Pleas- 
ant Hill, Troy, West Milton) 










1 
1 










21 











WITH THE DIVISION" OF CITIZENSHIP TRAINING. 
Statement 1 — Continued. 



31 





Number 
of classes. 


Total 
enrollment. 


Names furnished. 


Blank supplies 
furnished. 


State and city or town. 


Candi- 
dates. 


Candi- 
dates' 
wives . 


Educa- 
tional 
record 
cards. 


Letters of 
invitation. 


Ohio— Continued. 


8 


54 
19 

1,001 


138 

10 

1,914 


65 

8 

761 








2 








1,400 




Total 


213 


7,185 4,053 


5,222 


3,232 


60 


Oklahoma. 






8 

2 

20 

2 

2 

12 


7 

2 
12 
2 
2 

3 






Lehigh (including Midwav, 












3 


32 














4 
1 


4 
10 






Tulsa (including Home Gar- 
dens Addition, Springdale, 






Total 


8 




Oregon. 
Ast oria (including Hammond , 


10 
1 
2 
1 


336 

1 

16 

4 


178 
2 
2 


61 
1 

1 


200 












15 










25 

3 

645 










1 


12 










405 












25 






1 
2 


7 
28 




















18 


404 


855 


468 


240 








' Pennsylvania. 


7 

1 
6 


470 


109 
65 


64 
31 






Altoona (including Hollid ays- 
burg, Juniata, Logan Town- 
ship, Llyswen, South Al- 








25 


6 




a v.*}." "i^ 


29- 
2 
2 


18 


























Aspinwall (Pittsburgh P. CO.. 


1 
2 
1 


2 
13 
16 








20 


4 












Barnesboro (including Cym- 
briaMines,Elmora,Emeigh, 
Garman, Marsteller, Sax- 


7 
4 


4 
4 


















1 
1 
2 


40 
22 
17 




























22 
205 


11 

129 






Braddock (including North 


3 


109 








60 

70 




Clifton (Clifton Heights P. 0.). 


1 


13 
25 

28 


1 


1 








1 






50 






8 
1 

18 


5 

1 

12 














Duryea (including Moosic, 


1 

2 


44 

52 






Easton (including Glendon, 
Palmer, Redington, West 
Easton, Williams Town- 
ship , Wilson Township) 















32 



WORK OF THE PUBLIC SCHOOLS 
Statement 1 — Continued. 





Number 
of classes. 


Total 
enrollment. 


Names furnished. 


Blank supplies 
furnished. 


State and city or town. 


Candidates. 


Candi- 
dates' 
wives. 


Educa- 
tional 
record 
cards. 


Letters of 
invitation. 


Pennsylvania— Continued . 

East Pittsburgh (including 
Chalfont Borough, North 
Versailles Township, Wil- 


3 

1 
2 


90 

19 
25 


87 


41 






Edwardsville (Kingston Sta- 








4 
71 

136 
732 


3 
54 

88 
452 












EllwoodCity(includingHazel 
Dell, Park Gate, Wurten- 










Erie (including Lawrence 






666 






5 
1 


1,015 
54 






7 
8 


3 
5 






Franklin Borough (Cone- 






Fulton Run (Creekside P. 0.)- 


3 


22 






21 


13 








1 
3 

6 
5 
1 


53 

25 

150 

104 

33 
















Harriman (including Bristol, 










Harrisburg (including Enola). 


51 


15 


90 
75 
115 

80 
















3 

1 
2 

9 




8 
38 


4 
20 




Jeanette (including Arlington, 
Grapeville, Hempfield 
Township, Penn Manor, 
Perm Station, Penn Town- 


54 
41 

216 










Johnstown (including Cone- 
maugh, Dale, Edgewood, 
Ferndale, Lorain, Tanners- 


570 

5 
5 


318 


300 




Kittanning (including East 
Franklin Township , North 






1 


9 


3 


25 
65 




Lancaster (including Diller- 










1 
101 


1 
72 






. 6 
3 

2 


253 
64 

17 








250 




Lebanon (including East Leb- 
anon, Lebanon Ind. Bor- 
ough, Lehighton, North 
Cornwall Township, South 
Lebanon, West Lebanon) . . . 

Locust Gap (including Atlas). 


82 
50 


9 
39 










120 


200 
75 


300 












McKeesport (including 
Dravosburg, Elizabeth 
Township, Glassport, Port 


7 


131 


266 
160 


150 
111 




McKees Rocks (including Pit- 
tock, Presston, Stow Town- 








1 

4 
1 

1 
3 


60 

92 
22 

32 

52 






Monessen (including Ros- 


35 


22 












Mount Carmel (including 
Diamondtown, Keiser) 


68 

193 

7 

107 

4 
3 
9 


44 

149 

5 

83 

2 
3' 
3 


















5 

3 
3 


133 

158 
19 






New Kensington (including 
Arnold, Parnassus, Spring- 














25 





WITH THE DIVISION OF CITIZENSHIP TRAINING. 33 

Statement 1 — Continued. 





Number 
of classes. 


Total 
enrollment. 


Names furnished. 


Blank supplies 
furnished. 


State and city or town. 


Candidates. 


Candi- 
dates' 
wives. 


Educa- 
tional 
record 
cards. 


Letters of 
invitation. 


Pennsylvania — Continued. 
Peckville (including Blakeley 


1 

5 
3 

97 


40 

3,173 
28 

2,149 










Philadelphia (including 


2,479 


1,366 




1 250 








Pittsburgh fincluding Belle- 


2,868 

44 

6 

116 

3 

9 

366 


1,733 

26 

2 

49 

3 

6' 

223 


100 
50 
65 

200 




Plains (Wilkes-Barre P. O.)... 




Punxsutawney 


16 
5 








163 




















41 


1,036 








50 
1,500 






5 
5 


316 
315 










37 
2 
13 


19 
1 
3 










South Fork 












1 


26 








Turtle Creek 




22 
20 


11 
8 








5 
1 
5 


14 
55 

154 


40 










461 
20 

24 


280 
17 

11 












Woodlawn (including Dickey 
Hollow, McDonald Hollow, 


4 
2 


86 
62 






Woods Run (Pittsburgh P. 
0.) 
















Total 


312 


11,556 


9,812 


5,754 4,157 


1,550 




Rhode Island. 


1 


7 










1 1 






Central Falls 




515 
24 








2 








1 1 
3 100 

2 12 








22 11 2m 




Greenville (including Smith- 
field) 


2 2 








9 
921 

63 


7 
458 

36 








25 | i,013 






Westerly (including Ashaway, 
Bradford, Charlestown, Hop- 








1 695 


83 34 












Total 


35 2,367 


1,101 549 


200 








South Carolina. 




1 
1 
1 

153 


1 
























Charleston (including Atlan- 
ticville, Mt. Pleasant, Sulli- 


1 27 




39 i 27 










10 
1 
1 


3 
















Edge field 

















1 


1 












4 3 












4 
1 
1 


























1 












7 
} 












1 

















1 


1 





23594—21- 



34 



WORK OF THE PUBLIC SCHOOLS 
Statement 1 — Continued. 





Number 
of classes. 


Total 
enrollment. 


Names furnished. 


Blank supplies 
furnished. 


State and city or town. 


Candidates. 


Candi- 
dates' 
wives. 


Educa- 
tional 
record 
cards. 


Letters of 
invitation. 


South Carolina— Continued. 






5 
2 








Walhalla ■. 
























Total 


1 


27 


196 


50 


27 








South Dakota. 


14 


140 
22 
16 
90 
13 
11 

24 
28 
11 


57 


39 














5 






















1 




















Huron (including townships 
of Cavour, Clyde, Custer, 


12 


17 


4 
























Lead (including Central, Ter- 




9 


1 










52 
28 
11 


20 






5 


16 
5 
1 


11 

4 




Mitchell 














Peterson School (Edmunds 




9 
9 
10 
25 
27 




















Redfield 


1 

1 


9 


4 




















Sioux Falls (including River- 




83 


30 








2 


20 
63 




























Tdtal 


41 


609 


197 


93 


20 




Texas. 






11 


6 




' 




2 

2 

11 

1 


59 

103 

. 450 

31 






Dallas 










El Paso. 


156 


87 














229 
198 
32 


133 
61 
18 








19 
3 


487 
26 


















Total . 


38 


1,156 


626 


305 












Vtah. 

Bingham Canyon (including 
Copperfield, Highland Bay, 
Leid Mine, United States 






25 
4 


7 
3 


















2 


15 








4 
3 


2 
1 


















25 


377 








2 

11 

293 


2 

4 

126 
















Salt Lake City 


5 
20 


97 
419 














6 


3 
















Total. . . 


62 


908 


348 


148 










Vermont. 






15 

7 

32 


6 

1 
16 






















35 





WORK OF THE PUBLIC SCHOOLS 
Statement 1 — Continued. 



35 



State and city or town. 


Number 
of classes. 


Total 
enrollment 


Names furnished. ^S^ 


Candidates 


c dS ES 
■ 35 «g 


Letters of 
invitation. 


Ver mont — Continued . 
Lvndonville 


1 
1 


28 
23 




| 





















Total 


2 


51 


54 


23 35 












Virginia. 






15 

553 

16 

69 

6 


4 
62 

6 
40 

S 






Norfolk 


3 


87 


275 












16 

8 

1 


575 




Roanoke (including Raleigh 
Court, Salem, South Roa- 
noke, Vinton, Virginia, 


1 
1 




















Total 


5 


112 


659 | 117 


850 








Washington. 






210 


68 








3 

1 

1 
1 
1 


11 

1 

25 
3 
5 








Bav View 










Black Diamond (including 
Franklin) 










Bothell 






















12 


6 








1 


1 


1 








2 
46 








Cle Elum (including South 
Cle Elum) 






20 









3 

2 
3 

1 
3 
1 

3 

3 

3 
3 

2 
1 


18 

6 
32 
6 
3 
1 

77 








Conwav, District 24 (Mount 
Vernon P. O.). 




.... 






is 

3 
8 


5 














3 













Everett (including East Ev- 
erett, Lowell, Mukilteo, 


72 


34 






Foster ( Kapowsin P. 0.) 

Foster (Seattle R. D. 5) 

Gate (District 9) 






8 
1 

14 
5 
10 

50 

7 


































60 










Ho luiaru (including Poison's 
Railroad Camp, Quession, 


39 
1 
1 


15 

1 
1 


50 




Index 




[ssa.jiiah (including Monohan) 






21 

2 1 
2 ! 

" 

4 

1 

5 
51 
13 

3 

3 

5 
10 
27 

7 . 




















































12 












Montesano (including Brady, 


4 


2 








4 
1 

1 
1 
1 
2 

I 






Olvmpia (including Belmore, 
Mud Bay, South Bay, Turn- 










6 


1 












Oneida (School District 21) 


















Pearson (including Scandia) . . 
Pleasant Ridge(Pearson R. D.)i 


2 | 


2 











36 



WORK OF THE PUBLIC SCHOOLS 
Statement 1 — Continued. 





Number 
of classes. 


Total 
enrollment. 


Names furnished. 


Blank supplies 
furnished. 


State and city or town. 


Candidates. 


Candi- 
dates' 
wives. 


Educa- 
tional 
record 
cards. 


Letters of 
invitation. 


i 
Washington— Continued. 








75 






1 
1 
1 
22 
1 

3 


9 
1 
1 

187 
36 

26 






























39 


17 


800 




Renton (including Earlington) 
Roslyn (including Beekman 




10 

2,823 

3 

827 

900 
1 


5 

1,029 

2 

252 

409 
1 














1 


8 












Tacoma (including Browns 
Point,Dash Point, Fern Hill, 
Manitou,Northeast Tacoma, 
Regents Park, South Ta- 


12 


2,504 


135 






Tolt (School District 165) 


1 


1 

1 
7 

15 
1 

12 






1 












7 




















Woodinville (District 23) 


1 
1 










23 


11 














113 


3,264 


5,045 


1,884 


1,132 








F* West Virginia. 






14 
16 

194 


7 
8 

95 






Wellsburg (including Beech 
Bottom, Follansbee) 

Wheeling (including Benwood, 
Bridgeport, Ohio, East 
Bridgeport, Elm Grove, 


1 


10 






















1 


10 


224 


120 












Wisconsin. 


1 
1 

3 
1 


15 
19 

31 
10 










opleton (including Com- 
bined Locks, Little Chute).. 
Beloit (including Afton, Clin- 
ton, Rockton, 111., South 










43 


18 












Chippewa Falls (including 
Anson, Cornell, Eagle Point, 
Hallie, Irving, Lafayette, 


6 

515 
2 


3 

362 
1 






Cudahy (including Fernwood, 
St. Francis, Stormy Hill) 


3 
1 

1 
2 

2 


58 

1 

18 
13 
33 










Eau Claire (including Sey- 
mour, Union, Washington, 






Fifield (Devine Rapids School) 


1 

68 

17 

274 

42 

3 

111 

132 
25 


1 

41 

13 

171 
19 
2 

82 

69 
4 


20 






Grand Rapids (including Bi- 
son Village, Port Edwards, 
Rudoiph, Saratoga, Seneca, 
Siegel) 






Green Bay (including Duck 


3 
1 
1 


68 
11 
5 
























Kenosha (including Pleasant 


25 

1 


295 
53 













WITH THE DIVISION OF CITIZENSHIP TRAINING. 
Statement 1 — Continued. 



37 





Number 
of classes. 


Total 
enrollment. 


- Names furnished. 


Blank supplies 
furnished. 


State and city or town. 


Candidates. 


Candi- 
dates' 
wives. 


Educa- 
tional 
record 
cards. 


Letters of 
invitation. 


Wisconsin— Continued. 

La Crosse (including Barre 
Mills, Holmen, La Crescent, 
Minn.; Midway, Onalaska, 
West Salem) 


2 

1 

24 
1 
2 

1 
1 
1 


52 
30 

617 
29 
44 

23 
14 


44 

7 

129 
49 


23 
3 

58 
11 












Madison (including Burke, 
McFarland, Sun Prairie) 


















Marshfleld (including Baker- 
ville, Hewitt, Lincoln, Mc- 
Millan) 


15 
14 
34 

3,439 


8 
11 

19 

2,166 


















Milwaukee (including East 
Milwaukee, town of Green- 
field, town of Lake, Wau- 




570 






2 

4 
1 


24 

25 
2 

430 
10 




Port Washington (including 
Belgium, Cedarburg, Fre- 
donia, Grafton, Miquon, 


21 


13 






Prentice, R. D. 1 






Racine (including Ives, Lake- 




99 
34 

320 


19 

172 






1 






Sheboygan (including How- 




600 


Sheldon... 


1 

2 
2 


5 

45 
46 






South Milwaukee (including 




61 
35 

398 
4 

36 
6 

93 

29 


37 
18 
100 








80 














3 






1 

1 
1 


11 

17 
29 




19 . 






5 ::::::::::: 






54 


Wausau (including Roths- 
child Schofield) 




16 













Total 


95 


2,083 


4,991 


4,213 


1,076 680 






Wyoming. 


2 


37 






1 




3 


3 






1 
3 

3 
1 


11 
81 

64 
9 




Hanna (including Elmo, 


5 


1 





Kemmerer (including Conroy, 
Elkel, Frontier, Glencoe, 







8 
13 
125 

6 

23 


1 

6 

41 

1 

9 










i 

2 


129 
31 


133 .. 


Sheridan (including Arvada, 
Dietz, Model, Ulm) 




Superior (including South Su- 












Total 


19 


362 


183 


62 


133 




■ 



38 



WOKK OF THE PUBLIC SCHOOLS 



Statement 2. — Cooperating communities, no statistics available. 



Alabama: 

Adamsville. 

Adger. 

Alton. 

Avondale. 

Belle Sumter. 

Beltona. 

Blossburg. 

Brighton. 

Brookside. 

Burbank. 

Coalburg. 

Copeland. 

Covington. 

Dolomite. 

East Lake. 

Flattop. 

Henryellen. 

Irondale. 

Johns. 

Kimberly. 

Leeds. 

Lewisburg. 

Littleton. 

Lovick. 

Maben. 

McCalla. 

Morris. 

Mulga. 

Oxmoor. 

Palos. 

Pinson. 

Porter. 

Republic. 

Say re. 

Sayreton. 

Shannon. 

Short Creek. 

South Highland. 

Tallassee. 

Thomas. 

TrafEord. 

Trussville. 

Vinegar Bend. 

Warrior. 

Watson. 

Woodward. 
Arizona: 

Clarkdale. 

Flagstafl. 

Hayden. 

Morenci. 

Superior. 

Tombstone. 

Tucson. 
Arkansas: 

Bonanza. 

Booneville. 

Huntington. 

Ursula. 
Alaska: 

Nome. 

Perseverance. 
California: 

Bard. 

Chino. 

Coronado. 

Dorris. 

El Centro. 

Gilroy (including school dis- 
tricts of Adams, Live Oak, 
Rucker, San Martin, San Ysi- 
dro, and Sunnybrook). 

Gonzales. 

Grass Valley. 

Hanford. 

Hayward. 

Lodi. 

Los Banos. 

McCloud. 

Madera. 

Martinez. 

Montara. 

Moss Beach. 

National City. 

Nevada City. 

Oxnard. 



Calif ornia— Continued . 

Palo Alto. 

Point Richmond. 

Ransburg. 

Redlands. 

San Bernardino. 

San Fernando. 

San Gabriel. 

Santa Ana. 

Ukiah. 

Van Nuys. 

Weed. 

Westwood. 

Whittier. 

Willits. 
Colorado: 

Akron. 

Bowen. 

Cameron (Independence P. O.). 

Canon City. 

Central City (including Black 
Hawk, Nevada, Russell 
Gulch, Tolland). 

Colorado Springs. 

Craig. 

Eaton. 

Eureka. 

Farr. 

Fort Morgan. 

Hillrose. 

Ideal. 

Jansen. 

Merino. 

Monte Vista. 

Pictou. 

Pueblo (Minnequa School). 

Rockvale. 

Rouse. 

Somerset. 

Sopris (Plaza School). 

South Canon City. 

Starkville. 

Superior. 

Valdez. 
Connecticut: 

Bristol (including East Bristol, 
Forestville). 

East Windsor. 

Glastonbury. 

New Milford. 

Norwalk. 

Terryville. 
Delaware: 

New Castle. 

Wilmington. 
Florida: 

Jacksonville. 

Ybor City (Tampa P. O.). 
Idaho: 

Blackfoot. 

Coeur d'Alene. 

Gibbs. 

Hope. 

Kellogg. 

Lava Hot Springs. 

Roselake. 

St. Maries. 
Illinois - 

Beardstown. 

Belleville (including Dewey 
Station). 

Cherry. 

Dundee. 

Granville. 

Harrisburg (including Carriers 
Mills and Ledford). 

Hoopeston. 

Kincaid. 

Lincoln. 

New Athens. 

Phoenix. 

Princeton. 

Roanoke. 

Rochelle. 

St. Charles. 

Springfield. 

Toluca. 



Indiana: 

Clay City. 

Clinton. 

Elkhart. 

Fairmount. 

Hymera. 

Indianapolis. 

Madison. 

Rushville. 
Iowa: 

Ames. 

Bancroft. 

Charles City. 

Cooper. 

Dallas Center. 

Dubuque. 

Elma. 

Fort Madison. 

Gilmore City. 

Granger. 

Hubbard. 

Indianola. 

Jerome. 

Jewell. 

Lake City. 

Lake Mills. 

Milford. 

Moulton. 

Muscatine (including Blue 
Grass and Fairport). 

Orange City. 

Pocahontas. 

Red Oak. 

Rock Rapids. 

Rutland. 

Waterloo', East Side. 
Kansas: 

Atchison. 

Aurora. 

Belvue. 

Clayton 

Concordia (including James- 
town). 

Hamilton. 

Horton. 

Isabel. 

Kir win. 

Maryville. 

Munden. 

Newton. 

Palmer. 

St. Peter. 

Wichita. 

Wilson. 
Kentucky: 

Henderson. 
Louisiana: 

Gretna (including Jefferson 
Parish). 

Independence. 

New Orleans (including Algiers, 
Amesville, Chef Menteur, 
Gentilly, lakeview, lee, 
Little Woods, McDonogh- 
ville, Milneburg, Pontchar- 
train Grove). 
Maine: 

Biddeford. 

Franklin. 

Westbrook. 

Winthrop. 
Massachusetts: 

Amherst (including Cushman, 
North Amherst, Pelham, 
South Amherst). 

Arlington. 

Baldwinville. 

Bfidgewater. 

Cohasset. 

Dedham. 

Everett. 

Ipswich (including Hamilton, 
Rowley, and Topsfleld). 

Lowell (including Billerica, 
Dracut, and Tewksbury). 

Monson. 



WITH THE DIVISION OF CITIZENSHIP TRAINING. 



59 



Statement 2 — Continued. 



Massachusetts — Continued. 

Natick (including Cochituate, 
Sherhurn, and Wayland). 

Needham. 

North Adams. 

Northampton (including Flor- 
ence). 

Peabody. 

Pitts R eld (including Dalton, 
Hinsdale, and Lanesboro). 

Revere. 

Rockport (including North Vil- 
lage, Pigeon Cove, and South 
Village). 

Rutland. 

Somerset. 

Southbridge (including Charl- 
ton and Sturbridge). 

Stoughton. 

Turner Falls. 

Wa e~eld (including Lynnfield 
and Reading). 

Wareham. 

Waterto vn. 

West R eld. 

Westford. 
Michigan: 

Alpha (including Dunn Mine 
Location). 

Argvle. 

Austin (Holly P. O.). 

Bad Axe. 

Boon and Henderson, District 
7. 

Bridgehampton, Districts 4 and 
12. 

Buel, Districts 1 and 6. 

Calumet (including Centennial, 
Centennial Heights, Kear- 
sarge, Osceola, Tamarack, 
and Wolverine). 

Constantine. 

Custer, District 3. 

Dela rare, District 8 (Mandan 
P. O.). 

Dowagiac. 

Elmer, District 1 (Sandusky 
P. O.). 

Flynn (Brown City P. O.). 

GreenleaHCafsCity P. O.). 

Hancock (Ripley School). 

Henderson, District 2. 

Holland. 

Iron Mountain. 

Ishpeming (including North 
Lake School, R. D. 1). 

Lake Linden. 

Lake Odessa. 

Laurium. 

Lexington. 

Ludington. 

Manistee ' including East Lake, 
File City, and Oak Hill). 

Marine City. 

Marlette, District 10. 

Mio. 

Onaway. 

Palmer. 

Ramsey (including Puritan 
Mine). 

Rockland. 

St. Joseph. 

Sandusky. 

Slagle, District 2. 

Sturgis. 

Three Rivers. 

White Pigeon. 
Minnesota: 

Aitkin. 

Ashby. 

Askov. 

Barrett. 

Bemidji. 

Blooming Prairie. 

Border. 

Bowlus. 

Brainerd (including Barrows). 



Minnesota— Continued. 

Caledonia. 

Caribou, District 81. 

Carlton. 

Cloquet. 

Dilworth. 

Elba. 

Elbow Lake. 

Elk River.' 

Fairmont. 

Faribault. 

Fra'ee. 

Grand Rapids (including Island 
Lake, Leipold, Maki, Schu- 
macker School, Trout Lake, 
and Wawina). 

Greenbush. 

Hallock, Districts 8 and 11. 

Haug. 

Herman. 

Hibbing (including Alice, 
Brooklyn, Dupond, Glenn, 
Kittsville, Latonia, Mace, 
Mahoning, Maple Hill, Mit- 
chell, Penobscot Pool, and 
Stevenson). 

Hines. 

Hoffman. 

Hopkins. 

Houston, R. D. 6. 

Jasper. 

Karlstad. 

Kettle River. 

Kettle River (Rural). 

Kinney (including Lucknow, 
Sharon, and Spina). 

Knife River. 

Lake Owasso, District 24. 

Luverne. 

Moose Lake. 

Nicollet. 

Owatonna (including Bixby, 
Havana, Hope, Medford, 
Meriden, Morton, and Pratt). 

Palisade. 

Quiring. 

Roseau. 

Roosevelt. 

Salol. 

Strathcona. 

Swan River. 

Swift. 

Thief River Falls. 

Triumph. 

Warroad. 

Wendell. 

Willmar. 

Winton. 
Mississippi: 

Biloxl. 

Canton. 

Collins. 

Flora. 

Gulfport. • 

Ridgeland. 
Missouri: 

Barnard. 

Bragg City. 

Caruthersville. 

Centerx ille. 

Chilli cothe. 

Cuba. 

Elmo. 

Higbee. 

Kirks\ ille. 

St. Louis (including Maple- 
wood). 

Sedalia. 

Sikeston. 

Slater. 

Webb City. 
Montana: 

Acushnet. 

Alder. 

Alkali, District 5. 

Ballantine. 

Billings. 



Montana— Continued. 
Bob Cat, District 77. 
Bowdoin. 

Bowdoin, District 38. 
Bridger. 
Caldwell. 
Cascade. 
Cheadle. 
Coalwood. 
Columbia Falls. 
Content. 

Content, District 41. 
Cross S Creek School District 77 

(Kingsley P. O.). 
Cut Bank. 
Dagmar. 

Dodson, District 2. 
Eddy. 

Fallon, District 30. 
First Creek (Rivulet P. O.). 
Geder School (Valleytown 

P. O.). 
Genevieve. 
Greve. 
Grimes Creek (Rock Springs 

P. O.). 
Hanson (Whitewater P. O.). 
Harb. 
Harlem. 
Hartwick School (Meredith 

P. O.). 
Hazel, District 6. 
Helena. 
Hinsdale. 
Kila, District 20. 
Knobs. 
Lehigh. 
Libbv. 

Lloyd, District 24. 
Lost Lake. 
Lovejoy, District 30. 
Malta. 

Malta, District 2. 
Marsh. 

Marsh, District 47. 
Mildred, District 47. 
Nashua. 
Nielsen. 

Nielsen, District 22. 
Norheim. 
Olney, District 58. 
Park City (rural). 
Plevno. 
Poison. 
Poplar. 

Regina, District 5. 
Roundup. 

Roy, R. D v District 73. 
Saco, District 2. 
Sand Creek. 
Somers. 

Spring Creek (Absarokee P.O.). 
Turner. 

Turner .District 14. 
Ural. 

Valleytown. 
Wagner. 

Wagner, District 3. 
Westmore. 
Whitefish. 
White Water. 
White Water, District 36. 
Nebraska: 
Belden. 
Clay Center. 
Coleridge. 
Cornlea. 
David City. 
Duncan. 
Fairbury. 
Farnum. 
Fullerton. 
Gandy. 
Geneva. 
Grand Island. 
Gretna. 



40 



WORK OF THE PUBLIC SCHOOLS 



Nebraska— Continued. 

Hartington. 

Hooper. 

Humphrey, R. D. 2. 

Humphrey. 

Kimball. 

Laurel. 

Lawrence. 

Leigh. 

Lindsay, R. D. 2. 

McCook. 

Magnet. 

Milligan. 

Nebraska City. 

Neligh. 

Obert. 

O'Neill. 

Papillion. 

Prague. 

Schuyler. 

Westpoint. 

Whitman. 

Wood Lake. 

Wynot. 
Nevada: 

Dayton. 

Elko. 

Elv. 

Fallon. 

Lovelocks. 

Reno. 

Ruth. 

Virginia City. 

Winnemucca. 

Yerington. 
New Hampshire: 

Concord (including Penacook). 

Woodsville. 
New .lersey: 

Garfield (including East Pater- 
son.) 

Jersey City. 

Lake (Almonesson P. O.). 

Malaga. 

Princeton. 

Ventnor City. 
New Mexico: 

Carlsbad (including San Jose). 

Gallup. 

Gibson (including Heaton and 
Navajo). 

Hurley. 

Koehler. 

Las Cruces. 

Santa Rita. 

Tucumcari. 
New York: 

Albion (including Fancher and 
Hulberton). 

Amsterdam (including Cranes- 
ville, Fort Johnson, and 
Hagaman). 

Baldwinsville. 

Barneveld. 

Clayville. 

Fonda. 

Fort Edward. 

Glens Falls. 

Lockport. 

Manlius. 

Memphis. 

Northport. 

Oswego. 

Perry. 

Shaleton (Buffalo P. O.). 

Troy (including Green Island, 
Watervliet). 

Walton. 
North Carolina: 

Concord (including Kannapo- 
lis). 

Raleigh. 

Tarboro. 
North Dakota: 

Belfield. 

Bowbells. 

Brocket. 



Statement 2 — Continued. 

North Dakota — Continued. 
Buffalo Springs. 
Casselton. 
Center. 
Des Lacs. 
Devils Lake. 
Dogden. 

Esmond (Rural District). 
Finley. 
Forman. 
Gackle. 
German, District 6 (Pierce 

County Rural School). 
Gerson School (Hebron P. O.). 
Goldenvalley. 
Grand Forks. 
Heilbron, District 2 (Hebron 

P. O.). 
Hettinger. 
Joliette. 
Linton. 
Maddock. 
Max. 

McArthur. 
McClusky. 
Medina. 

Minnewauken (Rural District)- 
Mountain 

Nelson District (Nelson P. O ) 
New England (Pierce County 

Rural School). 
NewGerman,Districtl9 (Pierce 

County Rural School). 
Odessa, District 15. 
Park School District. 
Selz. 

Sheyenne (Rural District). 

Strasburg, Distract 21. 

Streeter. 

Sweet Briar, District 17. 

Towner. 

Underwood. 

Van Hook. 

Washburn. 

Webster. 

Wildrose. 

York (Rural School). 
Ohio: 

Anna. 

Carthagena. 

Crescent. 

Glouster. 

Kenmore. 

Lima. 

Masury. 

Montezuma. 

Napoleon. 

Oberlin. 

Painesville. 

Ravenna. 

Spencerville. 

Upper Sandusky. 

Warren (including Champion, 
Howland Township, Lea- 
vittsburg, Lordstown, and 
Newton Falls). 
Oklahoma: 

Bartlesville (including Dewey 
and Smeltertown). 

Blackwell. 

Broken Arrow. 

Gate. 

Haileyville. 

Kingfisher. 

McAlester. 

Marietta. 

Pawnee. 

Stigler. 
Oregon: 

Baker. 

Blaine, District 27. 

Burns. 

Centra] Point. 

Clatskanie. 

Coquille. 

Dennis (Vale P. O.). 



Oregon— Continued. 

Echo. 

Enterprise Camp 1, District 86. 

Linnton. 

Marcola. 

Mill City. 

Mohler, District 28 

Myrtle Point (including Lang- 
lois). 

Prescott. 

Rieth. 

Silverton. 

Svensen, District 1. 

Wendling. 

West lake. 

Westport, District 7. 
Pennsylvania: 

Arabridge. 

Aultman. 

Bakerton (Elmora P. O.). 

Berwick (including W. Ber- 
wick). 

Bethlehem (including Free- 
mansburg, N. Bethlehem, S. 
Bethlehem). 

Bolivar. 



Clymer. 

Coal Run. 

Coral . 

Coudersport. 

Coy (Homer City P. O.). 

De Lancey. 

Ernest. 

Ford City (including McGrann, 
Manor Township, Manorville, 
Rosston). 

Furnace Run. 

Graceton. 

Irwin. 

Jenners. 

Luciusboro (Brush Valley 
P. O.). 

Luzerne. 

Meyersdale. 

Midland. 

Mount Union. 

Munhall. 

Nu Mine. 

Palmerton. 

Pottstown. 

Reed. 

Rossiter. 

Shenandoah. 

Snyder (Homer City P. O.). 

Stonycreek Township (Cole- 
man P. O.). 

Sykesville. 

Walston. 

Waterman. 

Williamsport (including New- 
berry). • 

Wilmerding. 

Wishaw. 

Yatesboro. 
Rhode Island: 

Bristol. 
South Carolina: 

Abbeville. 
South Dakota: 

Armour. 

Bellefourche. 

Belmont Township. 

Burr Oak. 

Canton. 

Cleveland Township. 

Delmont. 

Eagle Butte. 

Greenway (Rural District) . 

Leola. 

Mcintosh. 

Marion. 

Miller. 

Monroe. 

Oacoma. 

Renner. 

Salem. 



WITH THE DIVISION OF CITIZENSHIP TRAINING. 



41 



South Dakota— Continued. 

Springfield. 

Troy. 

Tyndall. 

Vermilion. 

Wallace. 

Watertown. 

Webster. 

Wessington Springs. 
Tennessee: 

Chattanooga. 

Memphis. 

Murfreesboro. 

Nashville. 
Texas: 

Alief. 

Athens. 

Canadian. 

Cedar Bayou. 

Crosby. 

Crowell. 

Elgin. 

Fort Worth. 

Humble. 

Huntsville. 

Katy. 

La Porte. 

McAllen. 

Manor, R. D. 2. 

Manor, R. D. 5. 

Mission. 

Palestine. 

Prlugerville. 

Port Arthur. 

Smiley. 

Teague. 

Thurber. 

Uvalde. 

Webberville (Manor P. O.). 

Wichita Kails. 
Utah: 

American Fork. 

Cameron. 

Clear Creek. 

Garfield. 

Heiner. 

Helper. 

Hiawatha. 

Ogden. 

Ophir. 

Price. 

Rains. 

Scofield. 

Standardville. 

Storrs. 

Sunnyside. 

Tooele. 
Vermont: 

Barre. 

Bethel. 

Ludlow. 

Morris ville. 

Northfield. 

St. Albans. 

St. Johnsbury. 

Winooski. 
Virginia: 

Big Stone Gap. 
Washington: 

Anacortes. 

Auburn. 

Avon School (R. D. 1, Sedro 
Woolley). 

Belleville (Burlington P. O.). 

Bellevue. 

Bellingham. 

Biglake. 

Blaine. 

Bordeaux, District 67. 

Bow, R. D. 2. 

Bremerton. 



Statement 2 — Continued. 

Washington— Continued. 
Burnett. 
Carbonado. 
Casland. 

Casland, District 26. 
Chehalis. 
Chico, District 23. 
Chinook School (Chinook P.O.). 
Clearlake. 
Clipper. 
Connell. 
Cumberland. 
Curlew. 

Danville, District 2. 
Davenport. 
Deep River. 
Dockton. 

Duvall, District 14 (including 
Cherry Gardens and Novel- 
ty). 
Eagle Gorge. 
Easton, District 28. 
Elma, R.D. 
Fairfax. 

Fall City, District 185. 
Fidalgo, District 2 (Anacortes 

P.O.). 
Florence. 

Frances School (Frances P. O.). 
Harmony. 
Harper. 
Hobart. 

Hoodsport, District 22. 
Houghton, District 22. 
Humptulips, District 112. 
Ilwaco. 

Juanita (Kirkland P. O.). 
I Lacey. 

Lake Campbell (Anacortes 
P.O.). 

Lake Forest Park, R. D. 6. 

Lancaster. 

Lincoln, District 36. 

Lyman. 

Lynden (including Everson, 
Glendale, Tenmile). 

Manchester. 

Manhattan (R. D. 3, Seattle). 

Mdytown, District ^(Roches- 
ter P. O.). 

McMurray. 

Meadows, District 3. 

M olson. 

Monroe, R. D. 1. 

Nahcotta (Ocean Park P. O.). 

Nasel, District 36. 

Nisqually, District 35. 

Oak Harbor. 

O'Brien. 

Odessa, District 38. 

Odessa, R.D. 2. 

Point Roberts. 

Port Blakely. 

Port Gamble. 

Prairie, District 88. 

Rainier. 

Redmond, R. D. 1, District 124. 

Redmond, District 194. 

Republic. 

Ridgeway (Mount Vernon 
P. O.). 

Ritzville. 

Ronald. 

Ruff. 

Sedro Woolley. 

Selleck. 

Shelton. 

Silverdale, District 24. 

Snohomish. 

Snoqualmie Falls. 

South Bend. 



Washington— Continued. 
Sutico. 
Three Lakes. 
Tokeland. 
Utopia (R. D. 1, Sedro Wool- 

le y>- ^ , 

Vancouver (including Hazel 
Dell, Lake Shore, Mill Plain. 
Minnehaha, and Orchards). 
Vashon, District 176. 
Walla Walla (including College 

Place). 
Waterville. 

Wilkeson. _ „ 

Willapa School (Willapa P. O.). 
West Virginia: 
Charleston. 
Farmington. 
Idamay. 
Logan. 
Man. 

Thomas (including Albert, Ben 
Bush, Coketon, Pierce). 
Wisconsin: 
Almena, District 4. 
Ashland. 
Auburndale. 
Brantwood. 
Butternut. 
Catawba. 
Clintonville. 

Conrath. _ 

Crystal Lake, District 8 (Elk- 
hart Lake P. O.). 
Dodgeville. 
Eau Claire — 
District 2. 
District 4. 
District 5. 
Fifield, District 3. 
Freeman (Ferryville P. O.)— 
District 10. 
District 11. 
Hawkins. 
Hurley. 
Laona. 
Marion. 
Monroe. 
Moquah. 
Oconto. 
Ogema. 
Owen. 
Phillips- 
Deer Creek School. 
East Hyland School. 
Hillside School. 
Lugar Route. 
Minnick School. 
Plattesville. 
Stevens Point. 
Sumner (Lehigh P. O.). 
West Allis (including West 
Milwaukee). 
Wyoming: 
Acme. 
Buffalo. 
Carneyville. 
Casper. 
Diamondville. 
Foxpark. 
Gebo. 
Grarrm. 
Green River. 
Hudson. 
Lenore. 
Lusk. 
Monarch. 
Rock River. 
Sublet. 
Sunrise. 



-42 WORK OF THE PUBLIC SCHOOLS 

CERTIFICATES AND GRADUATION CEREMONIES. 

In addition to the certificate of graduation which was issued and 
presented by the division with such success last year, certificates of 
recognition and approval of the school organization and certificates of 
proficiency have been prepared and used. 

Five thousand and fifty certificates of recognition and approval 
have been presented during the past year. These are, as their name 
implies, an acknowledgment by the Division of Citizenship Training 
of the organized efforts put forth by public school authorities to fur- 
nish, in conjunction with this service, adequate means for providing 
instruction in English and citizenship to the foreign born. These 
certificates are furnished not only for display in every classroom in 
city or village schools where this instruction is given but are also sent 
to those remote communities where in some cases one foreign-born 
person is being prepared for the duties of citizenship by some patriotic 
public-school teacher, who, overburdened as she doubtless is, is carry- 
ing on this work without any reward but the satisfaction of doing a 
good deed. Letters received by the division show that these certifi- 
cates are greatly appreciated by students and teachers. 

The certificate of proficiency which was authorized this year has 
proved of great value in stimulating interest and enthusiasm on the 
part of candidates having first citizenship papers who have done good 
work and made satisfactory progress in their study of the language 
and of the United States Government but are not yet eligible for 
•citizenship. By receiving this certificate of proficiency at the time 
the certificate of graduation is presented to qualified petitioners they 
are inspired to go on, complete the course, and qualify for the certifi- 
>cate of graduation when they are entitled to petition for naturalization. 
The students prize the certificates very highly. Their expressions 
range all the way from the most enthusiastic assertion of one man 
that he would not sell his diploma for a million dollars to the very 
practical one of a student who told a representative of the service 
that his boss had promised him a better job if he showed him that he 
had attended and graduated from night school. 

The practice of making the presentation of these certificates an 
occasion of public ceremony has grown and is developing into an 
integral feature in this national force for raising up a loyal American- 
ism and displacing opposing spirits. Much interest has been taken in 
this phase of the work by local organizations, and their assistance has 
been exceedingly valuable to the public schools in preparing programs, 
in giving publicity to the occasion, and in providing entertainment 
and social features. The part taken by native Americans in these 
exercises and ceremonies brings home to them the value of their own 
citizenship, an appreciation of what it means and the responsibility 
of it, carrying as it does the necessity of always making the best use 
of it. 

Many interesting accounts of graduation exercises are received, 
showing the thought and attention which is being given these cere- 
monies and the variety which can with advantage be introduced. 
One tells of the oath of allegiance being administered as at West 
Point, with the left hand on the flag and the right hand upraised. 
Boy Scout bands have furnished music for such occasions, especial 
interest attaching to the fact that in many instances members of the 



WITH THE DIVISION OF CITIZENSHIP TRAINING. 43 

bands were sons in families of those becoming naturalized. A few 
•extracts from letters descriptive of these events follow : 

The president of the board of education awarded the certificates of graduation and 
the certificates of proficiency. He also read the personal history of each student and 
the students were warmly applauded as they stepped forward to receive the official 
recognition of their efforts. * * * The meeting was adjourned following the salute 
to the flag and the singing of "America. " (Rutherford, N. J.) 

We have had to close down because of the demands of the closing months of day 
school, but shall resume the work with a corps of experienced people during the 
summer months. Our interest has kept up remarkably well during the night-school 
season and not a single Americanization class had to be discontinued during the year. 
Nearly 50 people took our closing examination for the departmental certificate and 
about 40 will receive it. We shall make the graduation a big affair on April 17. The 
district Federal examiner will be present and present the diplomas. (Chisholm, 
Minn.) 

Undergraduates were given seats on the stage. So well had the graduating class 
been trained that they sang every verse of "America" without the aid of a book. 
Generous place was given on the program to members of the graduating class. One of 
the most pleasant numbers on the program was the recitation of "Independence Bell " 
by a little foreign girl, the daughter of one of the graduating students. Her rendition 
of this beautiful poem was splendid. (Bethlehem, Pa.) 

Between the speeches the audience was entertained by vocal and instrumental music 
furnished by 50 school girls, a church choir, and a Ukrainian group of men and women. 
The Ukrainians sang their folk songs and hymns. (Allentown, Pa.) 

This was the first attempt we had made at anything of the kind, and it was a decided 
success. The court "room was filled with representative people, the program consisting 
of addresses and music, vocal and instrumental, and closing with the entire audience 
giving the pledge to the flag. * * * Tf I can be of service to the department in 
furthering this idea, 1 shall consider it an honor to serve you. (Decatur, 111.) 

Your representative will probably make a very favorable report to you regarding the 
exercises of last Friday evening. I am very sure, however, that he will not make a 
report on one real feature of the evening, namely, the splendid address which he gave 
to the naturalization class. His address was a gem. (Holyoke, Mass.) 

Each new woman citizen was given a bouquet of flowers in red, white, and blue. 
Each new citizen was given a small silk American flag, the gift of the Elks lodge. A 
naturalization examiner quizzed the graduates as to their knowledge of American 
citizenship responsibilities and the answers were so prompt, complete, and correct 
that the Government official turned to the big audience and said that he doubted if 
many of the citizens in the audience could answer his questions as correctly and 
promptlv. The program indicated a very strong community spirit. (Alameda, 
Calif.) 

P'irst annual reception to new American citizens was given by the citizens' com- 
mittee at High School Auditorium, "an event notable in the annals of this community 
and one that will long be remembered by those fortunate enough to be present and to 
participate." Addresses were made by the judge of the naturalization court and the 
superintendent of schools, who welcomed the new citizens on behalf of the city and 
congratulated them. One of the new citizens responded to the welcome for the class. 
^Woonsocket, R. I.) 

It is a pleasure to report to you that one of the important results of the evening 
■school term just ended is the awarding of 55 graduation certificates and 175 profi- 
ciency certificates to members of citizenship classes. While this number may not 
seem impressive, it is a nucleus about which inspiration to the rest of the alien pupils 
has centered . The plan of awarding sach certificates is worth while. With thanks to 
you for your cooperation in our Americanization campaign. (Newark, N. J.) 

We propose something like the following, which is submitted to you early that there 
may be suggestion from your office in time to arrange details. The whole thought is to 
keep it as informal as possible and as personal as it can be. We propose to follow it up 
with a committee who shall personally see that these people exercise in the fall their 
franchise by voting. 

This last was from Olympia, Wash., and resulted in setting apart 
June 21, 1920, as Naturalization Day for Thurston County. Twelve 



44 WOKK OF THE PUBLIC SCHOOLS 

different countries were represented on the committee on arrange- 
ments, and various organizations had a part in making the occasion 
a complete success. At no expense to the candidates for citizenship 
coming from outlying neighborhoods lodgings and supper were fur- 
nished and an entertainment at one of the local theaters. _ The Natu- 
ralization Day program was exceedingly neat and attractive, bearing 
extracts from Lincoln's Gettysburg speech and Franklin K. Lane's 
flag speech, the names of the newly made citizens and of the com- 
mittee on arrangements, and the autograph signatures of the par- 
ticipants in the program, including the governor of the State, the 
supreme court judge, the chief naturalization examiner, the judge of 
the superior court, and the past exalted ruler of the local lodge of 
Elks. There is very evident intention of making use of the impetus 
thus given to good citizenship in Olympia and Thurston County. 

THE TRAINING OF TEACHERS FOR ENGLISH AND CITIZENSHIP CLASSES. 

A study of the work initiated last year and carried on by many 
higher institutions of education at the suggestion of the Division of 
Citizenship Training reveals a steadily increasing interest in citizen- 
ship education. Universities, colleges, and normal and industrial' 
schools in all sections of the country have awakened to the necessity 
of providing trained teachers for this work. Not only are resident 
Americanization courses offered but special summer courses _ in 
Americanization and citizenship are being given in an increasing 
number of institutions. In addition to these tvpes_ of instruction, 
lecture courses, correspondence courses, Americanization conferences, 
teachers' institutes, package libraries, and film service represent the 
ways in which the work is handled. 

An even more direct contact with the public schools through these 
institutions is obtained through classes m operation throughout the 
different States under the tutelage of university extension divisions. 
The cooperation between the extension divisions of State universities 
and the Division of Citizenship Training has made possible the suc- 
cessful maintenance of many classes, both in rural communities and 
in cities and towns. 

To comply with the requests of institutions planning to initiate 
Americanization work for types of courses best adapted to the varying 
needs of Americanization workers, the division has recently selected 
from the prospectuses and bulletins submitted by the different insti- 
tutions engaged in this work the most popular courses and subjects, 
and has compiled this information. It presents a suggested resident 
course in Americanization, immigration, and citizenship, a suggested 
summer course in Americanization, a suggested extension and corre- 
spondence course in Americanization, and suggested topics for insti- 
tute lectures. 

THE FEDERAL CITIZENSHIP TEXTBOOK. 

That this publication, distributed free to candidates lor citizenship 
in the public schools, is continuing to meet a genuine need is evidenced 
from many quarters. The following represent some of the expres- 
sions received from public-school officials and others engaged in pro- 
viding citizenship instruction in California, New York, Massachusetts, 
Montana, Connecticut, New Jersey, and Texas, while from these and 



WITH THE DIVISION OF CITIZENSHIP TRAINING. 45 

other States similar expressions have been received which space again 
does not permit quoting: 

I have nine different schools for adult students at the present time in which such 
material can be used to advantage. In many of the classes now under way in this 
district the schools are utterly lacking in suitable material and I am pleased to know 
that the Government has material for distribution to schools 

In January you sent us 100 copies of the Federal Citizenship textbook by R. F. 
Crist. These have proved useful iu our Americanization classes, but the supply was 
not sufficient to meet the demand. We would appreciate it if you will send an addi- 
tional supply. 

Thank you for all the material sent. ' As we are organised at present the textbook 
seems to be the thing that fits our need and we shall be glad if we can have 15 copies as 
soon as possible. 

We are making use of this textbook wherever possible, and we are very much pleased 
to have this book to hand out to the foreign-speaking men and women who come into 
our evening school or Americanization classes. I find that some of them who can not 
read the book take it home and get their children who are going to the public day 
school, who can read, to read it to them and interpret it at home. I want to thank you 
for your contiuued kindnesses to us. 

We have already started a citizenship class and have eight in quite regular attend- 
ance. Our class meets twice a week at 7.15 and works for two hours. The textbook 
issued by your department is the main basis of the work. 

I am most thankful, indeed, for the receipt of these books, as they are a very valuable 
asset to us in our Americanization and citizenship classes. 

About oue year ago a representative of your department left with us a few copies of 
the Student's Textbook, which we used with marked success in our night school for 
foreigners. We have a much larger class now and would like to have 100 copies of 
this book, if we may. 

When in 1916 the textbook was prepared, its imperfections were 
realized and the aid of those qualified to work a revision requested. 
With the feeling that only the basis for a fundamental general knowl- 
edge of our language could be embodied within the compass of a small 
book, the treatment of the problem of special conditions and vocations 
was planned for in supplemental parts. These have since been issued 
in special loose-sheet form, covering penmanship and vocabularies 
relating to agriculture, carpentry, coal mining, logging and lumbering, 
safety terms, and a chart of the form of Federal Government. 

Many helpful suggestions for the revision of the textbook have been 
received from thoughtful, patriotic educators to whom appreciation 
is herein expressed. 

Many letters might be quoted to indicate the assistance which is 
being given through the distribution of these supplementary publica- 
tions. A few will have to suffice: 

T am in receipt of a copy of the penmanship sheets published under your direction. 
We would be glad to have 600 sets of these sheets. * * * We have 600 in our 
English and foreigners class and many of them are in preparation for citizenship papers. 
Our naturalization officer, Mr. John Speed Smith, has been instrumental in sending 
into these classes all aliens who need the training that these classes affoid. 

The special vocabularies you have prepared are proving very helpful. 

Let me congratulate you upon the chart. I think that it is one of the best things 
yet presented to the student. 

Table E shows that the other parts of the textbook have been 
equally popular and that there has been growth in this as in other 
phases of the division's work. It will be noted that the distribution 
of the Federal textbook during the past fiscal year almost reaches the 
100,000 mark, an increase of more than 3,000 over the preceding year. 



46 



WORK OF THE PUBLIC SCHOOLS 



The decrease in the number of manuals furnished is accounted for by 
the fact that in most cases the work has been in charge of the same 
teachers as last year and therefore additional manuals were not needed. 
The number denoting the distribution of penmanship sheets, indicates 
not only those which accompanied the textbooks sent out this year 
but also others furnished to supplement those supplied in the previous 
year but still in use in English and citizenship classes. 

The Federal Government chart was published rather late in the year 
and its distribution, like that of other parts of the textbook, is limited 
by law to candidates for citizenship, yet more than 30,000 were requisi- 
tioned and furnished and as many others could have been sent out in 
response to requests from instructors in high-school and college civics 
classes had this been possible. 

The demand for the special vocabularies has been very great. That 
the results of their use have been most beneficial is shown by the 
requests received for the preparation of others covering specific indus- 
tries and by the fact that during the period of the few months since 
they have become available over 89,000 copies of those already pre- 
pared have been distributed to the public schools at their request. 
Those in agriculture, carpentry, and safety terms were sent out in the 
largest number because of their value in almost every community, but 
although the use of the others was as a rule dependent upon a certain 
degree of localization of industries they have been called for in suffi- 
cient numbers to prove themselves of value. 

Table E. — Statement showing distribution to public schools of Federal Citizenship Text- 
booh with its various loose-leaf parts and Teacher's Manual, for the fiscal years 1919 and 
1920. 



Publication. 



1918-19 



1919-20 



Manual ■. 

Textbook 

Penmanship sheets . 
Chart. 



9,267 
95,303 



Special vocabularies: 

Agriculture 

Carpentry 

Coal mining : 

Logging and lumbering. 

Metal lathing 

Plastering 

Poultry raiding 

Safety terms 

Wood lathing 



Total special vocabularies. 



7,609 
98,958 
159, 756 
31,358 



14, 139 
13,516 
8,512 
3,836 
7,482 
8,714 
8,661 
15,716 
8,939 



89,515 



STATE CITIZENSHIP TEXTBOOK. 

The suggestion has been made to State officials that a publication 
be prepared by each State for instruction upon State, county, and 
municipal government which shall be the complement of Federal 
Government as it appears in the Federal Citizenship Textbook. This 
has been received with favor in many States, and State textbooks 
have been or are being published, while others are in process of prep- 
aration, to aid in the making of good and intelligent citizens, in 
some instances the governors have placed the matter before the State 
boards of education, with recommendations. The following is quoted 
from a letter from Gov. J. H. Bartlett, of New Hampshire. 



WITH THE DIVISION OF CITIZENSHIP TRAINING. 47 

You may know that New Hampshire has taken advanced ground in the American- 
ization movement and that our new educational law which became operative Septem- 
ber 1 has very broad provisions for the education of foreign born, both juveniles and 
adults. If you have not already done so, it might be advisable for you to send copies 
of the Teacher's Manual prepared by you, and any other publications bearing on the 
subject, to our State board of education. 

In a letter relative to the textbook, Gov. F. D. Gardner, of Mis- 
souri, writes: 

I have noted your statement that this is intended for those attending public schools. 
Also your suggestion that a similar textbook covering the government of the State, 
counties, and municipalities be prepared for use in the public schools along with your 
textbook. Therefore I have referred the matter to Prof. S. A. Baker, superintendent 
of public schools, for consideration. I heartily indorse your suggestions and hope they 
may be carried out in Missouri. 

Gov. Charles H. Brough, of Arkansas, expresses approval in these 
words : 

I suggest that you immediately get in touch with Supt. J. L. Bond, State superin- 
tendent, Little Rock, and confer with him as to the advisability of introducing this 
valuable publication in the schools of Arkansas. 

From Idaho comes a line from Gov. E. W. Davis, as follows : 

After only a hasty perusal, I feel prepared to say that I shall be glad to cooperate 
with the State department of education in any further work it may inaugurate along 
this line. I would suggest that you present the matter to the commissioner of educa- 
tion, Dr. E. A. Bryan, Boise. 

Gov. Simon Bamberger, of Utah, writes: 

While the idea of issuing a similar publication by the State appeals to me, I am 
inclined to leave matters of this character with the State board of education. 

The State of Oregon is in the van in having already in use a State 
textbook, and Gov. Ben W. Olcott writes as follows: 

I beg leave to advise that in the capacity of secretary of state, I have for several 
years been issuing what is known as the Oregon Blue Book, which covers all of the 
phases set out in your letter and a number of others. Through the kindly cooperation 
of Mr. John Speed Smith, chief naturalization examiner, -with offices at Seattle, 
Wash., this Blue Book has been consistently used for the instruction of candidates for 
citizenship. 

A letter from Hon. Henry K. Norton, executive officer, State com- 
mission of immigration and housing, of California, states : 

At a meeting of the commission yesterday it was decided to have prepared a pamphlet 
on the organization of the State government which will be suitable for use in natural- 
ization classes. Work will be commenced on this at once. 

In the State of Pennsylvania, Hon. Thomas E. Finegan, State 
superintendent of public instruction, has the matter in hand, as shown 
by the following extract from a letter written in May: 

My illness and long absence have prevented me from completing many of the projects 
which I have in mind and one of these is the syllabus on citizenship. It is, however, 
having attention now, and will be prepared as soon as the committee is able to com- 
plete the work. Our whole Americanization program has also been deferred, but I 
expect action will be taken in the near future and that we shall have a bureau estab- 
lished within the next month. When this is done I shall want one of the representa- 
tives of the bureau to visit your division, if agreeable to you, for the purpose of going 
over matters with you. 

Hon. James F. Coxen, State director for vocational education, of 
the Wyoming Department of Education, writes for suggestions as to 
courses for teachers in which methods of organizing and conducting 
citizenship classes might be taken up, saying that as soon as possible 



48 WORK OP THE PUBLIC SCHOOLS 

such a course will be organized in the University of Wyoming. He 
continues : 

I shall be very glad to do anything possible to assist in the promotion of this work in 
Wyoming. We expect to ask the legislature which meets next winter for funds for 
promoting Americanization, and I have little doubt that we shall get at least part of 
what we are asking for. I want to assure you that we are more than willing to do 
anything possible for promoting Americanization work in Wyoming. * * * If we 
can in some way get together on this matter I believe that better results can be secured 
than we can secure if we continue to work separately. 

It would not be practicable to quote from all the letters from State 
officials bearing on this subject, but the correspondence shows 
profound interest in the subject of citizenship education on their 
part, that earnest efforts are being made to put citizenship instruc- 
tion on a firm basis, and that the Federal plan as authorized by 
Congress and being carried out by the Division of Citizenship Training 
meets the need which is immediate and acute, as felt by the pros- 
pective citizen. In some States, notably California, there is a general 
movement to combine forces so that no energy may be wasted in 
working at cross-purposes. 

STATE LEGISLATION. 

. Within the past three years affirmative legislation has been secured 
in approximately one-half of the States to further citizenship instruc- 
tion. The reports received here have not been completely studied 
and only a passing reference is made to this fact. 

Two States, North Dakota and Massachusetts, are referred to as 
indicative of the common action, although the conditions in these 
States are entirely dissimilar. 

NORTH DAKOTA. 

The report received from Miss Minnie J. Nielson, State superin- 
tendent of public instruction for North Dakota, presents a resume" 
of the citizenship instruction work in her State during the school 
year 1919-20, which indicates that her State has taken a great step 
forward in this important work. The extent of the effort is well 
demonstrated by her statement : 

In the 53 counties in North Dakota, 21 reported 40 public evening schools, with a 
total enrollment of 924 pupils. These persons ranged in age from 12 to 65 years, were 
of 14 different nationalities and from 28 different occupations. This movement is 
new in North Dakota and it has been difficult to get complete reports. Indeed, we 
realize that this report itself is not complete, as we have had information that at least 
seven other schools have been conducted with an estimated enrollment of over 200. 

This report includes a reference to the public evening schools to 
which State aid was also granted during the year ended June 30, 1920 : 

In addition to the schools herein mentioned we have in the State a number of 
schools whose entire expense was carried by the local districts, also other schools in 
which all of the work was done without remuneration of any kind. 

One-half of the expense, of the majority of these schools is borne 
by the State, under legislative authority and appropriation. The 
State is to be congratulated on the excellent snowing made, par- 
ticularly in view of the condition of its foreign-born population as to 
residence, the greater proportion of them residing in the country 
places rather than in the cities, and therefore correspondingly diffi- 
cult to reach with the message of good citizenship. 



WITH THE DIVISION OF CITIZENSHIP TRAINING. 49 

Legislation in the State of Massachusetts was recently effected 
and is as follows: 

(Ch. 295.) 

AN ACT TO PROMOTE AMERICANIZATION THROUGH THE EDUCATION OP ADULT PERSONS 
UNABLE TO USE THE ENLISH LANGUAGE. 

Whereas the deferred operation of this act would tend to defeat its purpose by 
making it impossible to put its provisions in force at the beginning of the next school 
year; therefore, it is hereby declared to be an emergency law, necessary for the immedi- 
ate preservation of the public convenience. 

Be it enacted, etc., as follows: 

Section 1. The board of education, hereinafter called the board, acting through 
the department of university extension, established by chapter two hundred and 
ninety-four of the General Acts of nineteen hundred and fifteen, is hereby authorized, 
with the cooperation of the several cities and towns, to promote and provide for the 
education of persons over twenty-one years of age who are unable to speak, read, and 
write the English language, and to provide teachers and supervisors in Americani- 
zation work. 

Sec. 2. Any city or town desiring to obtain the benefit* of this act may apply there- 
for to the board, shall conduct the educational work herein provided for in conjunction 
with the board and shall be entitled to receive from the Commonwealth at the expira- 
tion of each school year and on the approval of the board one-half of the sums expended 
by it in carrying out the provisions hereof. Teachers and supervisors who are em- 
ployed by cities and towns for the above purpose shall be chosen and their compen- 
sation shall be fixed by the local school committee subject to the approval of the board. 

Sec 3. In the schools and classes conducted hereunder, such instruction shall be 
given in the English language, in the fundamental principles of government, and in 
other subjects adapted to fit the scholars for American citizenship, as shall receive 
the joint approval of the local school committee and of the board. The said schools 
and classes may be held in public school buildings, in industrial establishments or 
in such other places as may be approved by the local school committee and by the 
board. 

Sec 4. For the purpose of this act the board may expend during the present fiscal 
year such sum, not exceeding ten thousand dollars, as may hereafter be appropriated, 
and thereafter may expend such sums as may be annually appropriated. 

Sec 5. This act shall take effect upon its passage. (Approved July 10, 1919.) 

As will be noted, the language of the act has the great virtue of 
simplicity. It may well be viewed as a basis for similar State acts. 
Tt recognizes, first, the complete State responsibility and provides 
for the sharing of the expense of education for foreign-born adults. 
This law has been followed by greatly increased activity throughout 
the State. This phase of education is also being stimulated by the 
division of university extension through the use of motion picture 
films. A very comprehensive plan of cooperation has been laid 
before the superintendents of schools and directors of immigrant 
education by the State supervisor of Americanization, Mr. John J, 
Mahoney. 

In his letter to school officials Mr. Mahoney says: 

Heretofore, as you know, there has been no official cooperation throughout the 
State as a whole between the schools and the Federal agency that is directly charged 
with the responsibility for naturalization. And the immigrant has suffered greatly 
thereby. The terms of the agreement arrived at should eliminate largely the diffi- 
culties that have attended hitherto on the naturalization process. A little later I 
shall submit for your consideration more detailed suggestions as to how this coop- 
erative plan may be worked out. Meantime, let me give you assurance that the 
chief naturalization examiner for New England and his staff are disposed to work 
in hearty accord with the public schools. They can give us no little help. We can 
give them no little help. By working together much can be accomplished, and many 
of the annoyances of the past set aside. 

23594—21 i 



50 WORK OF THE PUBLIC SCHOOLS 

STATE WORK IN CONNECTICUT. 

The State of Connecticut, in furthering its State Americanization 
law, has during the past year appointed Robert C. Deming as State 
director of Americanization. In his report of the work of the Ameri- 
canization department for the first six months he outlines the plan 
which will be followed and indicates good progress already made. 
As a part of the State board of education, it will avail itself of the 
machinery thus provided, working particularly with the evening 
school department. The State director is responsible for local 
directors in designated towns, paid jointly by the State and local 
school board, who make surveys, form local committees representa- 
tive of all factors in the community life, assist the local school 
authorities in the establishment of classes, interest the foreign born 
in attendance thereon, enlist public sentiment, improve living con- 
ditions where necessary, protect the foreign born from imposition 
by giving information on all subjects, and create in them a voluntary 
desire for citizenship, at all times placing the responsibility upon the 
shoulders of the school board. The local directors report monthly 
to the State director. 

The State director has the assistance of a bureau of foreign language 
speakers comprising American citizens of foreign birth. This bureau 
furnishes speakers for meetings through the State when local speakers 
can not be obtained. The State director also makes much use of 
newspapers, posters, slips in pay envelopes, Americanization buttons 
for declarants enrolled in classes, a motion picture called "The Making 
of an American," and additional features for maintaining interest. 
In addition to part payment of salaries of local directors by the State, 
aid is given by conducting institutes for the training of teachers in 
Americanization instruction. These are under the supervision of 
an instructor who organizes and teaches classes, demonstrating not 
only the means and method employed, but the ease and success of 
such an undertaking. A summer institute is held at New Haven for 
the training of teachers. There is also a State grant of $4 for each 
pupil in average attendance of 75 sessions in approved Americaniza- 
tion schools. 

In some instances expenses were shared by employers and organi- 
zations, but this was considered merely as a temporary expedient, 
it being held that "all of the teaching and instruction in any com- 
munity ought to be under the direction of the public schools, that 
the public, the employee, and the employer be certain that the work 
is wholly disinterested." The State director is in touch with 128 
towns through full or part-time directors. In closing the report, 
Mr. Deming emphasizes the fact that the education of all illiterates 
in the fundamentals is a municipal function and that the responsi- 
bility for this rests with the school board, recommends additional 
legislation to further the sj^stematic prosecution of the program 
undertaken and the employment of two or more trained field agents 
who shall be free to spend necessary time in any one town to criticize, 
suggest, advise, and instruct wherever advisable. 

An agreement between the Americanization department, the 
department of evening schools, and the Division of Citizenship Train- 
ing with reference to promoting the organization and conduct of 
classes in citizenship has been practically effected. 



WITH THE DIVISION OF CITIZENSHIP TRAINING. 51 

NEW YORK STATE. 

Progressive legislation enacted in the State of New York makes 
possible the fine system which has been adopted by Hon. John H. 
Finley, commissioner of education, through the State department of 
immigrant education of the University of the State of New York. 
The entire State has been divided into zones and a director appointed 
for each zone, under the supervision of Mr. William C. Smith, super- 
visor of immigrant education. Much attention is given to the prepa- 
ration of teachers for the special work of instructing foreign-born 
adults, courses being offered in the colleges, universities, and in 
teachers' institutes throughout the State, and in this connection the 
National League for Woman's Service is cooperating with the depart- 
ment of immigrant education by giving intensive training to women 
who will serve the State as teachers and aids in night schools and 
community centers. The following quotation from the first lecture 
in the course given by Mr. William C. Smith, states the problem well: 

New York has wiped out child illiteracy, but the greater job now is to educate 
adults. The most pitiful side of our social life to-day is the great gulf we permit to 
form between the foreign mother and the child whom we teach English. We have 
got to carry the mothers and fathers along with the children. Education is the. only 
answer to all the problems of Americanization. 

As a basis for classroom work a citizenship syllabus has been pre- 
pared by experts on the various subjects, covering "the salient facts 
of citizenship, naturalization, the voting system, and our laws as 
they affect the everyday life of the citizen," together with methods 
of presenting these subjects. The Federal textbook furnished by this 
division is used in these classes. 

The following interesting paragraphs, indicating the enthusiastic 
and practical methods adopted by the zone directors, are quoted from 
a report to the division by Miss Grace M. Easterly: 

As director for zone 9, known as the northern district, I am organizing classes in 
English and citizenship throughout the counties of Jefferson, Lewis, Oswego, and St. 
Lawrence. Because of the fact that the average teacher in the night-school classes 
is not trained to handle matters of citizenship in the practical way the men desire, 
I am organizing the citizenship classes both in the night schools and factory classes, 
securing as teachers lawyers, representatives of the police department, fire depart- 
ment, board of health, board of education, city officials, etc., thus bringing to the men 
that particular phase of American government and having it presented by the official 
of that department. We feel that we are gaining not only a more practical knowledge 
of the government on the part of the men, but that by bringing together the foreign- 
born men and the American officials on a common ground of meeting, we are paving 
the way for a better understanding on the part of each of the life and ideas of the other 
and thus making for a really more intelligent citizenship. 

The Jefferson County Bar Association has volunteered to teach the naturalization 
work in the purely governmental end of civics. In Watertown we are maintaining 
classes in the public schools, in my office, and in homes, and are now starting 
classes in the factories. A class of 76 men was organized last week in the Babcock 
factory. All of these men are candidates for naturalization. It is not possible for 
them to take such work in the public schools, but the work is being done directly 
under my supervision, representing the State board of education. In the night 
schools of the city, we have registered over 100 men, all of whom need naturalization 
textbooks. (A request for copies of the Federal Citizenship Textbook to be sent 
to various individuals follows. 1 ) 

Extensive preparations are now under way for the coming school 
year which should bring the public-school educational advantages 
to the attention of the foreign born in every part of the State. In 



52 WORK OF THE PUBLIC SCHOOLS 

response to a letter calling attention to the plan adopted in Massa- 
chusetts, Commissioner Finley writes as follows: 

Thank you for 3^our letter of March 29 and its inelosure. In our immigrant education 
work, we will welcome real cooperation of your Bureau of Naturalization along lines 
similar to those now in effect in Massachusetts and other States, as proposed by you. 
To bring about this end, I shall be glad to have our Mr. W. 0. Smith, who is in charge 
of this work, meet you or your representative in New York, in the near future, to con- 
fer on the matter. Tn the meantime, will you not be good enough to send Mr. Smith, 
at this department, all the material you issue, including the revised reference book on 
citizenship, so that he may familiarize himself with' it before the conference, which 
we hope may be arranged? Appreciating your offer of cooperation. I am. etc. 

STATE OF UTAH. 

The law in the State of Utah provides for compulsory attendance 
upon public evening-school classes of persons between the ages of 10 
and 45 years who can not use the English language, for the establish- 
ment of classes to meet the needs of such persons, for the appoint- 
ment of a director of Americanization in the State department of 
education to supervise and standardize the work throughout the 
State, and an appropriation of 120,000 to make this legislation effec- 
tive. This act took effect September 1, 1919. Under its provision 
Mr. Arch M. Thurman was appointed State director of Americaniza- 
tion. Attendance upon public-school classes throughout the State 
kept up well, and it was not found necessary to invoke the compulsory 
feature of the Americanization law in a single community. In March 
an intensive campaign in the interests of better schools was conducted, 
the special features of which were the distribution of literature and 
the holding of mass meetings throughout the State. Some of the 
leading educators of the United States gave addresses at these meet- 
ings. Commercial clubs gave very material assistance by making 
local arrangements and routing the various speakers. The extension 
division of the University of Utah is cooperating in the work by 
offering teacher-training courses, and through the efforts of the 
director of Americanization and the Naturalization Service an 
Americanization course will be given at the University of Utah 
Summer School, at which Mr. Thurman will himself give a course of 
lectures. 

RURAL WORK. 

An outstanding feature of the division's effort to carry the message 
of good citizenship to the applicant on the farm or in small towns has 
been the cordial reception accorded its proposal. From a reading of 
the figures and comments which appear below, it is clear that the 
county public-school system has become its ally in unmistakable 
terms. In Minnesota 58 county superintendents and their teaching 
staffs, as county organizations, are cooperating with the division, 
and from these have been received expressions of appreciation and 
enthusiasm. Many real difficulties have been encountered in that 
State, yet much good has been accomplished and the way cleared for 
a big successful push in the fall of 1920. Among the obstacles have 
been lack of funds for pay of teachers engaged in this branch of 
activity, epidemic sickness, the hindrances incident to travel and 
transportation in the country districts in the winter time, and the 
late start. County superintendents in California, North Dakota, 
South Dakota, Kansas, Nebraska, and Wisconsin, and county com- 
missionersin Michigan, were appro ached with the proposal to introduce 



WITH THE DIVISION OF CITIZENSHIP TRAINING. 53 

rural citizenship instruction in their counties along the lines of the 
division's plan for individual rural citizenship instruction. Their 
responses were spontaneous and generous. More than 97 per cent of 
the replies received were favorable. The division has received, at 
the date this report was prepared, 40 acceptances from county super- 
intendents in Wisconsin, 26 from those of North Dakota, 21 from Cali- 
fornia, 24 from South Dakota, 12 from Kansas, 16 from Nebraska, and 
33 from the county commissioners in Michigan. Only a limited 
number of counties in Kansas and Nebraska were asked to cooperate. 
One hundred and forty-three county superintendents and commis- 
sioners desire to start next fall, and 29 indicate they are ready to com- 
mence immediately, proposing to carry on this work during the heated 
term through summer classes, by instruction in their own offices from 
time to time, or through local patriotic citizens under their super- 
vision. In expressly waiving the alternative "next fall" suggestion 
of the division, many of these county officials added a remark to the 
general effect of "I am ready to start now. The schools are closed, 
but will endeavor to see that the candidates are instructed through 
competent means under my supervision." The attention of these 
superintendents had been called to the fact that the needs of the 
candidates for citizenship instruction were continuous, and did not 
cease with the closing of the schools. Supt. W. W. Woolworth, 
Lafayette County, Wis., stated: "If any [candidates] desire to do 
work now, I could accommodate them. I'll advertise the matter." 
Mr. Peter Anderson, county superintendent for Benson County, 
N. Dak., reported: "We, this office, selected tutors for most of candi- 
dates for final papers appearing at the June hearing. We have 
offered the same service to those who will appear in September. 
Applications for tutors are now coming to my office." These state- 
ments are representative of the patriotic spirit of the public-school 
officials and teachers, a spirit which is general and persistent among 
them, despite the failure of their employer, the public, to recognize 
tli o value of this work by paying them adequate salaries. Mr. H. J. 
Fitzpatrick, county superintendent for Scott County, Minn., when 
requested to state whether he would continue individual instruction 
of rural candidates during the summer, replied: "I desire you to 
continue forwarding textbooks for instruction. Instruction may be 
given by patriotic citizens. * * * Each class usually consists of one 
or at the most two members or candidates. * * *" Miss Edia A. 
Headley, county superintendent of schools, Rock County, Minn., 
states: "If you will continue to send the supplies, I will arrange 
with some one to undertake the instruction." Mr. G. A. Olson, county 
superintendent of schools, Koochiching County, Minn., reported: 
" * * * I shall be glad to do what I can toward sending these 
textbooks out to candidates during the summer. You may continue 
sending them to me." Mr. J. C. McGee, county superintendent, 
Beltrami County, Minn., states: "1 shall be pleased to cooperate 
with you in the vacation and send out any material you may send 
me. * * *" These replies from Minnesota county superintendents 
were all in response to the division's request for continuance of rural 
citizenship instruction during the summer months. 

It is clearly apparent that our rural public-school officials are 
awake to the nature of the work to be performed. A number of 
them, when approached by the division in regard to the necessity 



54 WORK OF THE PUBLIC SCHOOLS 

of providing for the individual cases in the sparsely settled districts, 
have stated that there are none in their counties not speaking Eng- 
lish, or none needing citizenship instruction. Upon the revelation 
to them by the division of the number of candidates, either declar- 
ants or petitioners, or both, residing within their educational juris- 
dictions, they evidence surprise and usually agree to assist on the 
basis of this showing. There are very few counties in the United 
States in which there are not persons of foreign birth of adult age 
needing instruction in citizenship. Some of the county superin- 
tendents request and receive from the division the names of the 
candidates from month to month, so they may get in touch with 
them and meet their educational needs. Some apply for instruction 
and study material from the division, to place the same at accessible 
points and where it will do the most good in reaching the rural can- 
didates. A number have furnished the division with a list of the 
rural teachers in their communities already conducting citizenship 
classes or pledged to instruct in citizenship, or those who are interested 
in the subject and will teach all those whose needs come to their 
attention. Some are cooperating through communication with the 
local chief naturalization examiner. Still others, going further in 
the effort, supervise the work of anywhere from 1 to 14 or 15 
citizenship classes in their educational jurisdictions. This coopera- 
tion is very effective and direct, and prevails in a very considerable 
number of counties. It is especially so where the foreign-born 
population is dense in the rural communities. 

States in which one form or another of the above is in effect, 
with the number of counties affected, are: Alabama, 1; Arizona, 2; 
California, 10; Colorado, 2; Idaho, 1; Illinois, 5; Iowa, 16; Kansas, 
14; Michigan, 12; Minnesota, 61 ; Mississippi, 1 ; Missouri, 3; Montana, 
23; Nebraska, 27; Nevada, 1; New Jersey, 1; New Mexico, 2; North 
Dakota, 14; Oklahoma, 3; Oregon, 18; Pennsylvania, 3; South 
Dakota, 17; Texas, 6; Washington, 17; Wisconsin, 8; Wyoming, 3. 

In the 26 States named 271 counties are cooperating with the 
division, in the special manner referred to. In these communities 
144 citizenship classes have been in operation the present school 
year, in a kind of joint partnership with the Federal Government, 
through this division. This feature must not be lost sight of, that 
this particular activity is a rural activity. That is to say, the can- 
didates live in country districts, or in small towns, this territory 
for the most part being within the jurisdiction of the county super- 
intendents. 

Further, great strides have been made in having the "Sims plan, " 
so-called because of the name of the county superintendent chiefly 
responsible for it, extended to Montana and other northwestern 
States included in the district of the chief naturalization examiner 
at Seattle. This official recently sent out a call which resulted in 
some 20 counties in States in his district agreeing to cooperate along 
the lines suggested. The prospect for the expansion and effective- 
ness of this particular effort next fall, when the schools are again 
under full headway, is extremely bright. 

The division was able during the year to send an educational 
representative into the coal fields of Pennsylvania. This action 
has met with most gratifying success. Reports to the division 
had shown the lack of citizenship classes and the great need for them 



WITH THE DIVISION OF CITIZENSHIP TRAINING. 55 

in the coal-mining region adjacent to Pittsburgh. A hasty survey 
showed that the miners were eager for an opportunity to learn our 
language and to secure information about our institutions but that 
the public schools were without funds to pay teachers, and in fact there 
were none experienced in teaching the adult. Conferences were held 
with municipal officers, public and professional people, represen- 
tatives of the clergy, coal operators, and representatives of the 
United Mine Workers. The last-named organization voluntarily 
furnished the funds to start a large number of classes and sent a 
representative with the Government representative throughout that 
territory, who gave most substantial aid to the work of organizing 
the classes and in securing attendance of miners. The following 
excerpt from one of the reports indicates something of the activities 
and accomplishments at an early date after this field was entered: 

The school directors of Indiana County have given me splendid pupport; to date I 
have opened ]2 schools in Indiana County. I have worked so fast the last two weeks 
that. I have not had an opportunity to write up the reports on Coal Run, Aultman, 
Mclntire, Cbambersville, and Reed, Pa. In all these towns the schools have opened 
this week; all in the public-school buildings; and all taught by public-school teachers. 

In this connection the brief letter to the Director of Citizenship 
given below, from Mr. James F. Chapman, county superintendent 
of public schools of Indiana County, Pa., is convincing: 

I wish to assure you that the work of your representative, Mrs. Mary A. Rrosnahan, 
meets with my hearty approval. Already the work has a good start in this county. 
I will be glad to render any service possible in such a worthy movement. 

The interest of the schools is again manifested by constant and in- 
terested attendance at courts throughout the naturalization hearings 
by city and county superintendents and teachers of adult citizen- 
ship classes. Until the public-school authorities appreciate in a 
most practical way the defects in their courses of study, whether 
in content or method or both, they will be unable to deal compre- 
hensively with this vital part of their responsibilities. 

The superintendent of Jackson County schools, Minnesota, Miss 
Nellie R. Kouse, states that she is delighted with the plan for training 
in citizenship of the applicants for naturalization. She believes it to 
be the most practical plan for reaching the scattered applicants in 
rural districts that has come to her notice. She will most willingly 
cooperate and finds the clerk of the court and others much interested 
in the plan for instruction. 

In some counties there are so few who need citizenship instruction 
and these are so widely scattered that the only way to provide for 
them seems to be to assign each to some public-school teacher in his 
immediate vicinity, or to some well-qualified citizen, who will be 
responsible for the preparation of the candidate with the aid of the 
Textbook and Manual provided by the division, under the direction 
and supervision of the county superintendent. This is being done in 
a rapidly increasing number of counties, and at the same time classes 
are being established where there are even a few who can meet for 
classroom work. The name and address of the declarant is sent to 
the county superintendent, together with material for the use of both 
teacher and student, and he promptly communicates with the candi- 
date and the local instructor in order that the work of preparation 
may begin at once. This method introduces the personal element 
with as little additional labor on the part of the county superintendent 



56 WORK OF THE PUBLIC SCHOOLS 

as is possible to attain the desired result. The following encouraging 
information conies from Mr. Olaf Wasenius, superintendent of Mile 
Lacs County schools, Minn.: 

Americanization classes for the foreign-horn residents of this locality will be main- 
tained throughout the spring and summer months. Is offered in every school district 
in Mille Lacs County. We have not found sufficient number at any one place for a 
class, but several teachers are giving individual instruction. This is entirely a farm- 
ing community. 

In keeping with the policy in prior years the division has continued 
to urge the advantages of having citizenship instruction continued 
throughout the summer, since summer classes serve those whose peti- 
tions are heard in the fall and have not been able to obtain sufficient 
instruction previous to the summer vacation. Increasing numbers of 
cities have adopted this plan and county superintendents are also 
doing so. Mr. J. F. Saegert, superintendent of Guadalupe County 
schools, Texas, writes: 

Most of the schools are closed and the others will close within the next three weeks. 
The teachers are leaving for home or summer work until next September. I would 
rather take this matter up in September, as I do not see where anything can be done 
during the summer. Shall, however, be glad to try to get some of the teachers that 
remain to do some work if I can get them to do this work during vacation. Any 
further information or literature will be carefully filed, and 1 shall oe glad to get that 
now, as it will enable me to formulate a definite plan to put before the teachers at 
our institute in September. 

Miss Frances Clark, of Buchanan, Oreg., reports: 

All Harney County teachers are willing to help, so I am sending directory to you. 

From another part of Oregon Mr. J. E. Myers, superintendent of 
Crook County schools, states that the foreign-born population is very 
small and the aliens comparatively easy to teach owing to the influ- 
ence of the American population. "The textbook is used to great 
advantage wherever possible," he says. 

A report of the progress made in Morton County, N. Dak., under 
the direction of County Supt. H. K. Jensen, states in part: 

Besides the schools I have mentioned above under my supervision there is a night 
school in Mandan under the supervision of Supt. C. L. Love. All of the schools I 
have under my supervision are in rural districts with the exception of the one located 
at Judson. The rural school teachers should be commended for aiding us in this 
work, as I find that they are more willing and apt to take hold of the work than a 
teacher in the village or city schools. They live with the people who are foreigners 
and realize the need of Americanization. It is my opinion that;the number of schools 
under my supervision as above mentioned have people enrolled from about 20 dis- 
tricts in the county. We have received from your department all the necessary 
books, and I am well pleased with the cooperation that has been given me in carrying 
out this work. 

Mr. J. E. Knight, superintendent of Hillsborough County public 
schools, Fla., reports that the board of public instruction is conduct- 
ing English and citizenship classes, and — 

As Americans and school officials we are very anxious that every foreign-born 
person avail himself or herself of the opportunities which are now offered. We can 
assure you that we welcome any help or suggestions which the Bureau of Naturaliza- 
tion may give. At present Ave are conducting two evening classes, one in Ybor City 
and the other in West Tampa, with a total enrollment of about 100. * * * Assur- 
ing you of our full cooperation in the Americanization program and thanking you for 
any suggestions which you may make from time to time. 

The county superintendent of schools at Cut Bank, Mont., states 
that the clerk of the court and her office are cooperating in the work 
of assisting applicants for naturalization with their studies. She has 



WITH THE DIVISION OF CITIZENSHIP TRAINING. 57 

requested a quantity of supplies, stating that Glacier County has a 
large foreign population and that she expects to use these supplies in 
no small number as soon as the work gets started. 

A letter from Mr. August Nikunen and his wife, Mrs. Sauna Nikunen 
at Tower, Minn., expressed their desire to join a class in English and 
citizenship, but stated that they could not do so since no classes were 
organized in their neighborhood and the nearest town was 8 miles 
from their farm. They asked the division to arrange to have a class 
started in a schoolhouse near them, stating that they and others in 
the neighborhood would attend it. First aid was given in this case 
by furnishing helpful literature, since the local schools were closing 
for the summer vacation. Steps were immediately taken to secure 
school facilities for that neighborhood under the county school plan 
of the division. 

The following interesting information relative to rural citizenship 
instruction appears in the division's records: 

Republic County, Kans. — John Jehlik. 70 years old, a naturalized citizen, has been 
instrumental in establishing throughout Republic County a number of classes which 
.are attended almost exclusively by Bohemians. Mr. Jehlik himself teaches the class 
at Cuba. Kans. He conducted a canvass of the entire rural district of 12 miles radius 
and communicated by telephone or personal call with each alien. Commenced 
teaching tAvo nights a week to a class composed almost entirely of farmers many of 
whom could not speak the English language. Seme worked on farms 8 miles from 
Cuba, but in spite of almost eontim.oi s rainy weather the pupils attended the classes 
and urged Mr. Jehlik to give instruction also on Sunday afternoon, which he agi 
to do. During the summer when work on the farms was heavh st the class metTonee 
a week, and early in September resumed the semiweekly schedule. Mr. Jehlik 
arranges to have six or eight young ladies come in and sing patriotic songs and explains 
to the alien students the meaning of the words. Wherever a class is established 
Mr. Jehlik personally visits the place and instructs the teacher, furnishing the neces- 
sary supplies to start the work properly. 

Louisiana. — March. 1919. at a conference between the Americanization committee 
of the State Council of Defense and the parent organization, a fund was set aside by 
the council to finance an Americanization campaign, the plan inch <'■'■■ g the em- 
ployment of a field agent to carry on the work. Mr. Archie Porter was appointed to 
this position, and has accomplished a really remarkable work thro- ghoi t the rural 
districts of Louisiana. Classes have been established in Caddo. Jefferson, Pla 
mini's. Tangipahoa, and Orleans Parishes, with 23 teachers and 883 adult pupils. 
In instances where school officials were unable to secure teachers, the field agent 
located and appointed the instructors himself. lie assisted in organizing and grouping 
'tfi' adult classes in the parishes, arranged for meeting places, which were more often 
held in vacant farm buildings or the homes of some of the pupils than in scbool build- 
ings proper, and outlined to the teachers a general program for conducting the citizen- 
ship work. Where it was impossible to secure funds from municipal ai thorities for 
payment of teachers' salaries the Americanization committee assumed that expense. 

LudingU County, Midi. — Letter from W. L. Kunkel, sxipervisor. Juding- 

ton, dated September 29. 1919: "Classes will be organized in the coi nty during the 
month of October, which I will personally conduct. Being occupied in the city 
during the week. I shall find it necessary to conduct these classes on Saturday and 
Sunday. For those in the remote sections of the county I shall institute limine study 
courses with periodical meetings at the courthouse in my office. The work here in 
Ludington has been a huge se.ccess. and the records show the effect of the classes 
conducted here. However, 1 feel that there is a great deal more to be accomplished, 
and shall not be satisfied until the entire county is on a 100 per cent basis. * * * 
The work in Mason County will be complete. The records will tell the story. A 
class of 40 or more will take their final step in January; 38 of these have attended 
my classes. About 40 will come up in June, and every man will have attended the 
classes. And so it will continue until all will have completed the circuit. It will 
make a bigger and brighter Ludington and a better community." 

Custer County, Mont. — July IS. 1919, the county superintendent reported the 
establishment of a class near Kingsley post office, stating that the grown people at- 
tended the day schools at Cross S Creek. She expected to eatablish another class 
that fall near Kimball post office, where a number of Russians are anxious to be given 
instruction. She says: "Only yesterday a Russian from the Caucasus came in for a 



58 WOKK OF THE PUBLIC SCHOOLS 

book, and I helped him for an hour. His only help when he went home would be 
his two little girls, who attended school two years, but who have not been able to 
attend for three years because there is no school in their community. The great 
trouble in these rural districts is that local boards do not realize the importance of 
the Americanization work, and they hire girls to teach with practically no education 
and no ideas of service. They should pay enough to get capable teachers who would 
be of real service to the community. They should also pay a teacher for holding 
night school. Some very fine work was done by Miss Mitchell in the Bulgarian com- 
munity of Cross S Creek, which I mentioned. She visited in the homes, sometimes 
for a week, showing the mothers how to cook American dishes, etc. This was done 
on her own initiative, because she enjoyed the work. This kind of work could be 
done in all of these communities if some kind of inducement could be held out to the 
boards to hire the right kind of teachers. 

Phillips County and Hill County, Mont. — In the former county 48 textbooks have 
been supplied for the use of foreign born receiving instruction from 10 teachers, 
while in the latter county the number of students is approximately 50. with 20 teach- 
ers. The pupils are foreigners who are proving up on land under the homestead laws. 
They are scattered around on the prairies within a radius of 40 or 50 miles from the 
county seat. The work has been so successful in these two counties that efforts are 
being made to get other Montana county superintendents to adopt the plan. 

Prairie County, Mont. — After having denied naturalization papers to a number of 
German- Russians because of ignorance, Judge C. J. Dousman took up vigorously 
with the county superintendent the necessity for citizenship classes throughout that 
territory. Judge Dousman suggested to the county superintendent the appointment- 
of a male instructor who might be provided with a means of conveyance — a sort of 
itinerant instructor — who would hold school for adults at stated intervals at a number 
of localities in the district. A recent letter from the county superintendent states 
that she is organizing Americanization classes, and desires that 30 textbooks and 
4 manuals be sent to her. 

Thayer County, Nebr. — The county superintendent of schools is arranging throiigh- 
out all the schools in the county to take up the instruction in citizenship training, 
and he will advise you or the department from time to time in regard to supplies 
needed. I think this is a very good move, and am sorry we could not get this work 
started earlier. We are willing to cooperate on this work and do everything we can 
to help fit these parties for good citizens." * * * (Excerpt from letter from 
clerk of district court, Hebron. 

Burt County, Nebr. — Lieut. Stauffer, appointed by the county superintendent of 
schools to conduct the work, carries on classes for aliens residing within a radius of 
10 miles. Examiner reports that these aliens prefer to have the classes held in the 
spring and fall, in order that they may drive to school in their cars. This would seem 
to present an unusual situation — prosperity first; desire for Americanism follows. 
Burt County is in the wheat and oat belt. 

Platte County, Nebr. — In April, 1919, a class of 41 — men whose ages ranged from 
24 to 70 — was organized in Platte County. Mr. J. C. Garlow, chairman of the old 
State Council of Defense, was largely responsible for the establishment of this class. 
Recently the clerk of the court of Platte County furnished to this office a list of all 
declarants and petitioners who had appeared before her and who seemed to be in need 
of instruction, and these names were referred to the county superintendent of schools, 
or in places where schools were already established, to the superintendents in charge 
of the classes. One interesting result of this work was the establishment of a class 
of about 25 nuns. These sisters are not allowed to attend regularly conducted public- 
school classes, but an instructor is provided in the convent by the mother superior 
and instruction is given there. These nuns will appear for their final hearing in 
June and July, 1920. 

A plan for rural citizenship instruction evolved principally by 
Miss Flora Sims, county superintendent of schools, Phillips County, 
Mont., is particularly suited to rural areas. By this sytem the citi- 
zenship candidate when he takes his first naturalization step in the 
county clerk's office is sent from there to the office of the county 
superintendent of schools for an interview as to his educational 
needs. From this official he is sent to the public-school teacher 
living most conveniently to the candidate, from whom he receives 
the citizenship instruction. The books for instruction are sent to 
the public-school teacher by the county superintendent, to whom 
they have been supplied in the first instance by the office of the 



WITH THE DIVISION OF CITIZENSHIP TRAINING. 59 

chief naturalization examiner at Seattle. A form for noting progress 
is given the candidate. This is filled out by the teacher and for- 
warded through the county superintendent of schools to the chief 
naturalization examiner at Seattle. 

RECORD OF PUBLIC-SCHOOL CLASSES REPORTED FOR 1,523 COMMUNI- 
TIES COOPERATING WITH THE DIVISION OF CITIZENSHIP TRAINING, 
SCHOOL YEAR 1919-20. 

In the preceding year a questionnaire was sent out to cooperating 
public schools with request for information concerning enrollment 
and nature of classes, and 166 communities submitted reports. 
The data received were so valuable and illuminating that this year 
another report was asked for, this time quite early in the school year. 
The response was most gratifying, as reports either in whole or in 
part were received regarding 1,523 communities. These are presented 
herewith in tabular form. 

A study of this table discloses some interesting facts. The term 
"indirect cooperation" refers to communities which are not them- 
selves holding classes but where in order that school advantages 
may be extended to the widest possible area arrangements have been 
made to give their candidates for naturalization an opportunity of 
receiving instruction in a near-by town. " Total enrollment" refers 
to the whole number enrolled during the entire year; "Highest 
enrollment" to the largest number enrolled at any one time. The 
difference in these figures is accounted for by those who registered 
but dropped out because of illness, leaving town, discouragement, 
or lack of interest. The first two reasons are those over which there 
is no control, but the last two will no longer have to be reckoned 
with when a sufficient number of sympathetic, resourceful teachers 
have been specially trained for this work for, after all, effective 
teaching is the greatest incentive to attendance. 

Communities for which classes available to the adult foreign born 
for instruction in English and citizenship were reported numbered 
1,295, with a total enrollment during the year of 129,942, who were 
instructed in 4,241 classes. An average struck from these totals 
would give 30 students for each of the 4,241 classes. This fact 
is interesting when it is considered that many of the classes were 
in rural communities where perhaps only one or two were enrolled, 
and a considerable proportion in the cities where proper facilities, 
adequate teaching forces, and expert supervision make smaller 
classes preferable. The obvious inference which may be drawn is 
that in the greater number of communities where this work is being 
carried on the classes are large and unwieldly, due to the lack of 
a sufficient number of trained instructors. However, there has 
been such gratifying interest shown in the training of sufficient 
teachers for this work, the establishment of institutes by cities, 
counties, and States, in steadily increasing numbers, where this 
instruction is given, and the appropriation of increasing sums of 
money for citizenship instruction that in all probability next year's 
report will show a more adequate provision of teachers that will 
make smaller classes a possibility, and a consequent improvement 
in instruction. 

An exceedingly gratifying disclosure is presented by the reports 
in the relative and actual increase in the number of day classes for 



60 WORK OF THE PUBLIC SCHOOLS 

adults. From the limited number of communities reporting in the 
preceding year only 8 per cent, or 68, showed day classes for adults. 
The reports this year revealed an increase of day classes equal to 
nearly one-fourth of all classes, or 936. These figures are most 
significant since they show from the study and experience gained 
by the endeavor to solve this fundamental of education, that those 
who lead in this enterprise are providing instruction where and when 
most needed and at times when the mental forces are not at their 
lowest ebb as in the cases where classes were held only at the close 
of the day's toil. These day classes include not only those meeting 
during working hours in industrial plants, but classes in the homes 
for mothers who can not leave their children, or who, because of the 
Old World customs still in force, are not allowed to leave the houses 
unescorted by a male member of the family. 

Nearly three times as many men as women were reported in the 
total enrollment, and the proportion of women given in the highest 
enrollment remained about the same. 

It is interesting also to note the number of women enrolled as 
shown by the ages indicated. Plainly, the younger women are the 
ones who attend in largest numbers, those who are out in the world 
of work and more or less free from the conventions of their native 
lands. But the fact that nearly 5,000 foreign-born women who have 
reached the years of middle life broke through the shackles of home 
duties and Old World customs and exercised their rights as pros- 
pective American citizens is one which can not fail to arrest 
attention. And their influence must have spread to the old women, 
for not only were 326 between 51 and 60 years of age enrolled, but 
48 over 60 years of age. How pathetic, yet how inspiring, is the 
picture which this brings to mind ! 

As to the men, it will be noted that there were two-thirds as many 
men between 31 and 50 enrolled as those under 31, which is most 
encouraging. The argument is often advanced that the older foreign- 
born men and women will not enter the public-school classes, either 
because they are ashamed to study with their sons and daughters, 
or because they have passed the time when acquisition of new knowl- 
edge is easy. The attendance of many white-haired men and women 
on postgraduate and special courses in all of our large universities 
shows that these objections are becoming less and less real to the native 
born, and the facts revealed by this table show the argument to be 
fallacious in its application to the foreign-born. The table shows 
that nearly 2,000 men and women between 51 and 60 years of age 
attended the classes reported, and 327 men and women over 60. 
It is a pleasure to call attention to the fact that of this number of 
elderly, earnest foreign-born students nearly 400 were women — 
women whose whole lives up to this time had been spent without 
any realization that they, too, were entitled to the benefits which 
their husbands and sons enjoyed. With suffrage for women now 
assured throughout the United States, this attendance of women 
upon the classes will surely increase. The foregoing comments 
relate to the 62,605 classified according to age. There were 67,337 
whose ages were not given. It may be a fair inference that the attend- 
ance by ages may, therefore, be more than doubled all along the 
line in proportion as the two sexes are reported. 



WITH THE DIVISION OF CITIZENSHIP TRAINING. 61 

Summary showing number of cooperating communities, classes, enrollment, etc. 

Total number cooperating communities for which reports were submitted. . 1, 523 

Communities for which classes were reported 1, 295 

Communities for which classes were reported not completely organized . . 228 

Total number cooperating communities reporting classes available 1, 295 

Directly 694 

Indirectly 601 

Total number of classes 4, 241 

Day classes 936 

Evening classes 3, 244 

Time not designated 61 

Industrial classes included in above total 371 

Average length of term (months) 5J 

Average number of sessions each week 3 

Average number of hours per session 2 

Total enrollment reported for year 129, 942 

Men enrolled 96, 794 

Women enrolled 33, 148 

Total below 31 years 35, 762 

Men enrolled 27, 683 

Women enrolled 8, 079 

Total 31 years to 50 years 24, 658 

Men enrolled 19, 812 

Women enrolled 4, 846 

Total 51 years to 60 years , 1, 858 

Men enrolled 1, 532 

Women enrolled 326 

Total above 60 years 327 

Men enrolled 279 

Women enrolled 48 

Number whose ages were not given 67, 337 

Highest enrollment at any one time during the year 121, 741 

Men enrolled 90, 300 

Women enrolled /. 31, 441 

Highest attendance for year 47, 653 

Men attending 36, 841 

Women attending 10, 812 

Average number of students enrolled per class 30 

Table F presents an interesting study of nationalities and of their 
relative interest in American citizenship classes. As last year, the 
Italians lead in point of numbers reported, but whereas iast year 
the Poles were second, this year Americans take their place while 
the Poles drop to third place. This change of rank from fourth to 



62 



WORK OF THE PUBLIC SCHOOLS 



second on the part of Americans shows that the public schools by- 
organizing classes where candidates for naturalization are offered 
instruction in English, citizenship, and kindred branches of study, 
at the same time provide for adult illiterate Americans the means 
of overcoming the handicaps caused by lack of opportunities for 
education in earlier years, or by failure to take advantage of those 
opportunities when available. 

Last year the Mexicans were eighteenth, forming 0.85 per cent 
of the total number of nationalities reported, but this year they 
stand seventh in rank with a percentage of 4.62. It is interesting to 
note that after the Poles, Russians are fourth, Slavs fifth, Hungarians 
sixth, Mexicans seventh, French eighth, Germans ninth, and Finns 
tenth. 

Table F. — Showing the number and per cent of the 67,374 pupils whose nationalities 

were reported. 



Nationalities. 


Number. 


Per cent. 




12,782 
10,497 
7,771 
5,034 
4,794 
3,181 
3,111 
2,691 
2,640 
2,353 
2,063 
1,955 
1,720 
1,536 
1,231 
1,173 
1,122 
983 
644 
93 


18.97 




15.58 


Poles 


11.53 




7.47 




7.12 




4.72 




4.62 


French 


3.99 




3.92 




3.49 




3.06 




2.90 




2.55 




2.28 


English 


1.83 




1.74 




1.67 




1.46 




.96 




.14 






Total 


67,374 
62,568 


100. 00 












129,942 









This limited classification is caused by the failure to request a 
presentation of all nationalities enrolled, but only of the ones 
enumerated. It is hoped that conditions in the schools will improve 
so as to admit of complete classification being requested during the 
coming school year. 

COOPERATION OF ORGANIZATIONS. 

The year just completed has witnessed an ever-increasing tendency 
on the part of churches, women's organizations of various kinds, 
civic, and philanthropic clubs and societies to help in whatever way 
seems most practical in the Americanization work and the weight 
of their influence is adding materially to the results. Indeed, where 
there is no work under way the first steps are being taken by these 
organizations. Community-service workers are doing this in some 
localities, encouraging the establishment of educational as well as 
recreational facilities, improving living conditions, and organizing 
work along other lines as occasion seems to require. Valuable 



WITH THE DIVISION OF CITIZENSHIP TRAINING. 63 

cooperation is being given by churches, as indicated by the following 
extract from a letter to the chief naturalization examiner at Phila- 
phia, from Miss Theresa Trimmell, working at the time in Glouces- 
ter County, N. J. : 

This work in south Jersey was initiated by the Board of Home Missions of the Metho- 
dist Episcopal Church, and I have been appointed a social worker in this part of Jersey. 
As our program is only a few months old, we have not accomplished a great deal, but 
our general directions from headquarters are to set in motion any kind of welfare 
work most needed with the expectation that these projects will be taken over as soon 
as approved by the departments to which they would naturally belong. With this 
in mind, as soon as the classes were organized, "the matter was presented to the local 
board of education where it was promptly indorsed and provision made for teachers 
to do the work and equipment that was needed. 

Reports from the division's educational assistant working in the 
coal fields of Pennsylvania indicate splendid cooperation on the part 
of pastors of the various Catholic churches who have announced the 
citizenship classes to the parishioners at the services and otherwise 
lent their influence. This work has also appealed to the Knights of 
Columbus so strongly as to call forth the following resolution in regard 
to it: 

Resolved, That Indiana Council No. 1481, Knights of Columbus, Indiana, Pa., 
heartily support the Naturalization Service, United States Department of Labor, 
and will render any assistance possible toward the education of the foreigners in order 
that they may know the true principles of Americanism and become true and loyal 
citizens of America, and know the Stars and Stripes as their flag. 

The report, forwarding a copy of this resolution, states: 

Mr. O'Hara, the recording secretary, presented me with the copy and assured me 
that all the members are anxious to do everything in their power to make the edu- 
cational movement in Indiana County a grand success. 

Also the following expression: 

Resolved, That Punxsutawney Council No. 452, Knights of Columbus, hereby 
indorses the plan of the Bureau of Naturalization for the extension of knowledge 
concerning the principles of the United States Government by the establishment of 
night schools for the teaching of courses on civil government and kindred subjects to 
those desiring such knowledge. Further resolved that we hereby signify our willing- 
ness to cooperate, in so far as will not conflict with the proposed educational program of 
the Knights of Columbus, with the agencies of said Bureau of Naturalization in their 
efforts to establish and maintain such night school in the Borough of Punxsutawney. 

The Division of Citizenship Training has not underestimated the 
value of this cooperation and has encouraged naturalization examiners 
to confer with pastors and officers of religious bodies, advising them 
of its citizenship education program and of the various material aids 
available to them for use with public-school supervised English and 
citizenship classes of foreign-born candidates for naturalization. 
Such conferences have almost without exception resulted in assurances 
of approval and support. 

At Paterson, N. J., Mr. Raleigh Weintrob, principal of Public 
School No. 22, writes the division as follows: 

I am conducting a class for foreigners at the Young Men's Hebrew Association and 
wish to use your text as part of the course of instruction. I shall greatly appreciate 
receiving any other material of this kind that you have for distribution. 

At still another New Jersey point, Red Bank, Attorney at Law 
Mary Wooster Sutton makes the following inquiry: 

I am secretary of the Monmouth Chapter of the Daughters of the American Revo- 
lution, and our regent, Mrs. Henry S. White, of Red Bank, and my near neighbor, is 
very enthusiatic over having the D. A. R. enter into Americanization lines. It is 



64 WORK OF THE PUBLIC SCHOOLS 

quite possible that if you should suggest to Supt. Paul R. Radcliffe, Red Bank, N. J., 
that he use his influence to permit the D. A. R. to occupy a public-school room at cer- 
tain times to instruct foreigners, the plan would be acceptable to all concerned. 
Question: Could the D. A. R. work with the Government and give the diplomas 
when earned by these foreigners who desire to become Americanized? 

In Spokane, Wash., the Constitutional Government League is 
■cooperating with the public schools in securing the attendance of all 
foreign-speaking people in Spokane, citizens as well as noncitizens, 
"to the end that the citizens may have a better understanding of 
their civic duties and responsibilities and in order that the nonciti- 
zens may qualify themselves for intelligent citizenship." The 
chamber of commerce and the employers' association are also cooper- 
ating with the schools. 

Mrs. Bertha R. Williams, executive secretary, Home Service Sec- 
tion, Spring Valley (111.) Branch, American Red Cross, writes: 

Your suggestion regarding the establishment of classes for American citizenship 
came just at the crucial time to help us solve a problem. We are anxious to establish 
evening classes for our discharged foreign-born soldiers, as well as other residents. 

Splendid work is being accomplished by the Chicago (111.) Woman's 
Aid, as shown by the following extract from a report of the American- 
ization committee: 

The Americanization committee (Mrs. Selig Greenebaum, chairman) put all its 
efforts into propaganda work trying to get the foreign non-English-speaking women 
into the public schools to understand and to speak simple English. We are working 
with the United States Department of Labor in trying to educate the wives of newly 
naturalized citizens, who automatically become voters, and who know absolutely 
nothing of their responsibility to the community. The committee visited 38 such 
women, distributed about 5,000 dodgers, invited the women of the neighborhood to 
the Holden School for simple English instruction or anything else they wanted to 
learn. Cooperating with us was every available agency in the district from the 
priest of the largest Polish church to banks, newspapers, and every sort of store. The 
principal, truant officer, and teachers also lent a helping hand and with optimism 
we await the results of the strenuous efforts made. Thanks are due to our committee 
who have worked so faithfully. 

The American Legion, as might be expected, is entirely in sympathy 
with the Federal plan of furnishing advantages whereby the foreign- 
born may fit themselves for good citizenship, and through its local 
posts is giving strong support and assistance to the school officials, 
especially by encouraging attendance of prospective citizens upon 
the classes and by assisting in the public ceremonies attendant upon 
graduation exercises and citizenship rallies. An instance of this is 
indicated in the following extract from a letter written by Mr. C. C. 
Faries, post adjutant, at Globe, Ariz.: 

Your communication with inclosure of copy of annual report of the Commissioner 
of Naturalization received this date, and on behalf of the post I will inform you that 
we are cooperating with your department through the examiner located in Los Angeles. 
The post plans to conduct a public ceremonial on the occasion of the final papers be- 
ing awarded the present class of applicants. * * * Thanking you for the honor 
conferred on this post and assuring you of our hearty cooperation at all times. 

A most interesting letter addressed to the chief naturalization 
examiner at St. Louis by Mr. Samuel I. Sievers, chairman citizen- 
ship instruction committee of Missouri Lodge, Independent Order 
of B'nai B'rith, shows that much intelligent study is being given 
the problem of preparation for citizenship, with the determination 
to extend this to all aliens by one means or another: 

In a recent issue of the Globe-Democrat you were quoted as criticizing certain 
Americanization work among aliens which tended to take them away from the citizen- 



WITH THE DIVISION OF CITIZENSHIP TRAINING. 65 

ship classes conducted by the public schools. I desire to express mv approval of 
your stand, and I am sure that everyone who has given the matter thought agrees 
with you. It may be of interest to you to know that Missouri Lodge. Independent 
Order of B'nai B rith, has undertaken Americanization work among unnaturalized 
aliens of Jewish faith in St. Louis, and it has a naturalization committee at work. 

The policy of the committee -is to encourage the alien in every way to attend the 
citizenship classes in the public schools. However, where an unnaturalized alien 
is found, who from force of circumstances can not. or through ignorance or indifference 
will not. attend these classes, a member of the committee will be assigned to such alien 
to act as his "big brother American," and whose duty it will be by personal instruc- 
tion to assist the alien in becoming a naturalized American citizen, appreciating its 
privileges and assuming its responsibilities. The committee does not intend to do 
any class work whatsoever. There will be no competition or duplication of the work 
done in the public schools. In fact, we believe that after some preliminary work it 
will be possible to persuade many of the aliens to attend these classes. * * * 

While I believe that this plan is new in the field of Americanization work, it is not 
intended to be final, and we would welcome any suggestion that may enable us to 
do our part in helping to solve the great problem before the United States to-day, 
"The Americanization of the alien." 

So many agencies are interesting themselves in Americanizath n 
work that space will not permit the mention of them all, but the 
cooperation offered and the assistance rendered to the public schools 
is proving of great worth. These organizations are finding a fruitful 
field of endeavor all over the country, and an itemized report of the 
support given by these bodies of men, women, and children -would 
make most interesting reading and furnish suggestions for those not 
yet engaged in this particular work. 

The Y. M. C. A., with its special appeal to men and its ready adapt- 
ability to existing conditions, is in many places giving hearty support 
to the Federal plan for Americanization and helping to place citizen- 
ship instruction on a most substantial basis by cooperating with the 
public schools in making this phase of education a permanent part 
of the school program. This is especially true in Chicago, 111. ; 
Milwaukee, Wis.; Butte, Mont.; Rochester, N. Y.; Spokane and 
Tacoma, Wash. ; and many other cities and communities where the 
Y. M. C. A. officials "recognize the public schools as the place where 
citizenship training should be conducted, and they propose now to do 
only such citizenship training work as the Government and the public 
schools are not prepared to do." The Y. M. C. A. of the Colorado 
Fuel & Iron Co., operating at various points in Colorado, also takes 
this stand, and is supplementing the public schools most capably 
and doing a splendid piece of constructive Americanization work. 
In Raymond, Wash., there is fine cooperation between the associa- 
tion, the Loyal Legion of Loggers and Lumbermen, and the public 
schools. A letter from Mr. Fred Brooke, Y . M. C. A. secretary, 
reports: 

These classes are meeting in one of the city school biuldings and four of the local 
teachers are handling the major part of the work. There are also three volunteer 
assistants. 

A systematic canvass being made of all the mills and the city is not yet completed. 
We aim to get every foreigner in the place. (Many native Americans need the work 
also.) This morning I came across a pool hall frequented by Italians. Found 20 
who would like to learn the language and become citizens but were shy about going 
to the public school, so I arranged to hold two classes a week in the hall, the proprietor 
being one anxious to learn. He had tried for his second papers several times but had 
failed to pass. 

We have decided to have some of the foreign-born leaders serve on the committee. 
They are now helping to put the work across. In fact, the success already attained 
belongs in a large measure to them. 

23594—21 5 



66 WORK OF THE PUBLIC SCHOOLS 

In Woonsocket, R. I., there is close cooperation between the 
Y. M. C. A. and the public schools. There are many foreign-born 
being served by the classes and more are expected in the future. 
Mr. James Macllwain, industrial secretary of the Y. M. C. A., writes: 

In 1917 there were over 2,000 men who took out first papers in this city, and up to 
date there has been less than 600 who have taken out second papers. Before laying 
out the work of looking up these men I would be glad to have help from your depart- 
ment. I will take care of the factories. At present the school superintendent speaks 
to our classes on some subjects, sanctions our work, and thinks it is done well. 

My idea is to catch all these men who are about to become citizens and inject good 
Americanism into them as they are going through, and learning the questions and 
answers usually asked by the examiner of naturalization isn't all they get while going 
through the citizenship school. I try to make it all the name implies. Interest is 
kept up by the methods used. Snappy or dynamic they might be called. Liberty, 
Jaw and order, democracy, and responsibility of citizens are explained quite 
thoroughly . 

That this is successfully carried out is the testimony of the local 
naturalization examiner who reports: 

The work that has been done by the Y. M. C. A. under the supervision of the public 
schools is marvelous. I examined 462 men in Woonsocket and they could answer 
any question asked. The Y. M. C. A. is going to send out invitations to 4,000 holders 
of first papers in the Woonsocket district to file their second papers. 

The wisdom of the congressional provision that citizenship instruc- 
tion should be given under the auspices of the public schools is 
vouched for, following practical experience, by the executive secre- 
tary of the Americanization department, Y. M. C. A., Chicago, 111., 
Mr. Abraham Bowers, who stated in a talk with the chief naturaliza- 
tion examiner at that point that the organization reached a greater 
number of people by recommending attendance at the public schools 
than by conducting classes of their own and that therefore they were 
showing greater results than when the classes were conducted by the 
Y. M. C. A. In a letter written in February, Mr. Bowers states the 
case as follows: 

In the "winter and spring of 1918 we began encouraging foreign-speaking men in 
industries to attend the English and citizenship classes in the public evening schools. 
It was not long until we found that our Chicago association could render more service 
and make a contact as effective while securing the attendance at the public evening 
schools as in conducting classes in English and citizenship under our own auspices and 
with our own teachers. From that time forward throughout the entire city we have 
been most cheerfully urging men in the industries to attend the public evening schools, 
both for the vocational education and for the English classes. We have found that in 
doing this we can assist in setting up a type of shop committee to promote this attend- 
ance that is more serviceable to the industry as a piece of industrial work, and to the 
employees, than almost anything else that we can do in the industry. 

A fine spirit of cooperation is indicated by the following paragraph 
from a letter written by Mr. H. E. Blackmar, superintendent of schools 
of Ottumwa, Iowa: 

With the cooperation of Mr. Dalzell of the Y. M. C. A., Mr. Densbrink of the local 
Federation of Labor, and representatives of several interested organizations, we are 
making an effort to give instruction to candidates for citizenship. The work will be 
conducted in a convenient room belonging to the city schools. 

The work at Grand Rapids, Mich., has been greatly assisted by the 
Y. M. C. A. through Mr. R. M. DeWitt, industrial educational secre- 
tary, conducting welfare work in 42 factories, with Americanization 
as a prominent feature. 

The position of the National League of Women Voters, into which 
the National American Woman Suffrage Association has grown, is 



WITH THE DIVISION OF CITIZENSHIP TRAINING. 67 

stated in these words by the chairman of the American citizenship 
committee : 

We have won our fight, and we are now ready to put our whole force into citizen- 
ship work. 

The leaders of the organization have informed themselves of the 
educational work being promoted by this division through public 
schools throughout the country and are lending their support in a 
most efficient manner in many localities. At its convention held in 
Chicago, February 12-18, 1920, the American citizenship committee 
of the National League of Women Voters heartily indorsed the 
policy of the division. 

Advice is being received from different points as to the work being 
accomplished, both for native-born and foreign-born women, in 
preparation for the responsibility of the ballot. One Americanization 
chairman states that the public schools and school centers are being 
used exclusively because they offer the easiest method of reaching the 
non-English-speaking people. A branch of the league has carried on a 
model class for the training of teachers to teach civics and history to 
men and women preparing for naturalization. The members of the 
league financed this work and have paid experts in order to make it a 
complete success. 

This is a very important and a most fruitful field of endeavor for 
such an active organization as the league, and has a most interesting 
future. 

Women's clubs have always been active agents for the improve- 
ment of conditions in their immediate localities, and in various places 
have been of great assistance in this particular work by creating 
for foreign-born women an American atmosphere. Local and State 
clubs have indorsed the work of the division in promoting educational 
facilities for candidates for citizenship through the public schools. 

Practical work by individual Avomen was stimulated during the 
past year by one of the State federations offering gold and silver 
medals to the women who did the most locally for the cause of Ameri- 
canization. Tiiis included work done in any or all of the following 
lines: 

1. In making a local survey. 

2. In establishing English and citizenship classes in cooperation with the 

Bureau of Naturalization and the public schools. 

3. In placing in these classes all foreign and native born in need of such instruc- 

tion. 

4. In encouraging the establishment of classes in vocational training and 

domestic science, and the attendance therein. 

5. In cultivating a more friendly relation with the foreign-born woman. 

6. In disseminating a better knowledge of civic and political questions among 

both foreign and native born women. 

7. In lessening the percentage of illiteracy. 

In order that the work might be judged equitably, the report was to 
be embodied in a paper entitled, "The Problem and How Met." The 
winner of the gold medal had taught a class of Mexicans gratis for a 
period of several months. She had given five afternoons a week to 
the work and had gained the confidence of the mothers to such an 
extent that she was being invited to their homes and to weddings. A 
local club had furnished a school room used by the Mexican children 
of the town. One member, a physician, did wonders with the foreign 
born of her city, but was, as she expressed it, " too busy doing to find 
time to report." 



68 WORK OF THE PUBLIC SCHOOLS 

As the result of an earnest desire to standardize and unify the 
serious work of women's clubs throughout the country, resolutions 
and an outline of policy were drawn up and adopted by the General 
Federation of Women's Clubs at the annual session at Des Moines, 
Iowa, in June, 1920. 

The Philomusian Club and the Civic Club of Philadelphia have been 
most helpful to the public schools in providing for impressive and 
interesting programs at the time of the graduation and presentation 
of certificates. The cooperation of the City Club and of various in- 
dustrial firms is also noted. 

THE LOYAL LEGION OF LOGGERS AND LUMBERMEN. 

During the war great difficulty was experienced in getting out 
spruce from the northwest woods for use in aeroplane production. So 
much opposition was encountered from those who endeavored to 
obstruct the Government in its successful prosecution of the war that 
it became necessary to organize patriotic employers and employees 
of the logging and lumbering industry to combat this menace. Thus, 
with the cooperation of the War Department, the Loyal Legion of 
Loggers and Lumbermen came into being. Primarily established to 
promote unity of interest and efficiency in the rapidity of output to 
help to win the war, the organization was found to be of such great 
value to both employer and employee that it was continued as 
mutually beneficial after hostilities ceased. 

The 4L organization, as it is commonly called, requires all its mem- 
bers to be American citizens or to have declared their intention to 
become such. Its territory includes the States of Washington, 
Oregon, Idaho, and Montana, throughout which approximately 500 
locals hava been organized. 

In July, 1919, Mr. P. L. Abbey, the secretary-manager of the 4L's, 
wrote to the division asking for assistance in facilitating the naturali- 
zation of foreign-born 4L members. Mr. Abbey forwarded a list of 
secretaries of all 4L locals in order that whatever assistance was given 
might be offered directly. As an outgrowth of this request each 4L 
local secretary was informed of what the division could offer to aid 
candidates in establishing classes for their citizenship education and in 
making out their naturalization papers. The establishment of such 
classes, in cooperation with the county or city superintendent of 
schools, was urged wherever an organized local existed. The re- 
sponse from the secretaries and public-school officials has been most 
encouraging and many locals have provided facilities by which in- 
struction in English and citizenship for their foreign-born members 
has been freely available. The Americanization committees appointed 
have been very helpful, the division supplying each member of the 
committee with a syllabus of the naturalization law, sample copies 
of preliminary naturalization forms, and a set of instructions for filling 
them out in order that each member might be able to give practical 
assistance. 

In the larger cities and towns the members of the locals are en- 
couraged to attend the public-school classes already established. In 
the smaller places and isolated camps where it has scarcely ever been 
possible to secure the services of a public-school teacher, qualified 
members of the Loyal Legion have themselves conducted classes in 
cooperation with school officials. They have been supplied with the 



WITH THE DIVISION OF CITIZENSHIP TRAINING. 69 

textbooks and other material by this division, including certificates 
of proficiency and certificates of graduation. 

Among the aids which the division prepared especially for foreign- 
born loggers and lumbermen, is a vocabulary of logging and lumbering 
terms in the form of a loose-leaf addition to the Federal Citizenship 
Textbook. While the business of the northwest woods was re- 
sponsible for the preparation of this list of pertinent terms, it has also 
been put into use by logging and lumbering classes in other sections 
of the country. 

The Ladies' Loyal Legion, or the 3L's, which works hand in hand 
with the 4L's, has for one of its main objects the promotion of educa- 
tional advantages of its members. Plans for classes and study 
programs have been made, and that organization is accomplishing 
much in the way of community service. A contact is being estab- 
lished by the division with this organization in cooperation with the 
public schools and the 4L's in order that these activities may be ex- 
tended to the women that they may have the benefit of citizenship 
training. 

Special mention may be made of educational activities in Oregon 
where the extension division of the University of Oregon, the Univer- 
sity School of Music, and the high schools are providing splendid 
material for the 4L's. They offer both instructors for classes and 
entertainers, in cooperation with local talent, for special programs. 
This division has kept in touch with the extension departments of the 
universities in these activities both from the central office at Wash- 
ington and from the naturalization offices at Seattle and Portland. 

The public libraries of Washington and Oregon are making a special 
effort to reach all sections of their respective States and the lumber 
camps are taking advantage of their service. Increasing numbers 
of books are available for the foreign born; books of all classes, in- 
cluding technical publications that deal with the logging and lumber- 
ing business. 

There are many instances of the fine spirit of cooperation mani- 
fested by 4L Locals in taking charge of the citizenship education 
work for their members and their harmonious relations with the pub- 
lic schools. Mr. George T. Crockett, county superintendent of schools 
of Kitsap County, Wash., called a conference at Port Gamble with 
the local secretaries of the 4L's to discuss plans for putting the nat- 
uralization program to work. At Raymond, Wash., the citizenship 
classes received the support not only of the public schools but also 
of the leading civic, fraternal, and other organizations of the city. 
Some of the classes were held in the barracks of the Willapa Lumber 
Co., some in the Ellis School, and some in the Y. M. C. A. building. 
Mr. Fred Brooke, general secretar} 7- of the Y. M. C. A., reported: 
"The success of the work was due to the [Americanization] com- 
mittee, Alfred McCampbell, of the Willapa Lumber Co., chairman. 
They gave very freely of their time and ability in putting the job 
across." 

Other instances of good work are given in the following quota- 
tions from letters : 

Mr. Carl G. Lindahl, secretary 4L Local No. 66, Monroe, Wash.: 

I wish to inform you that the 4L local at this operation has been discontinued, but 
that the classes in citizenship training are being kept regularly every Thursday even- 
ing, under the supervision of the principal of the local school * * *. The students 
are progressing nicely and take very much interest in their studies * * *. W« 



70 WORK OF THE PUBLIC SCHOOLS 

are planning to have our graduation exercises in July, though no definite date as yet 
has been set. 

Mr. J. G. Benchley, secretary of 4L Local No. 54, Hope, Idaho: 

Have procured the principal of our district for instructor. Will you kindly send 
15 textbooks and two Teacher's Manuals, one of which I would like for my own use, 
as it is possible that the instructor might be absent occasionally. We have a fine room 
furnished by our village trustees. 

The fine spirit of patriotism on the part of the teachers and appre- 
ciation of the importance of citizenship training are shown by the 
following: 

Mr. E. S. Walker, secretary 4L Local No. 62, Woodinville, Wash.: 

Attached you will find a requisition for supplies. I wish to say that our local has 
a very few that are not citizens, and those that are not have applied for citizenship. 
We have in our locality an Italian section crew who desire instruction. The writer 
has presented your offer to them and our local feels obliged to assist in this work even 
if the work is outside of our membership. The writer will agree to instruct or assist 
in this work. At any rate some of us will help carry on. 

Mr. P. J. Pedersen, secretary of 4L Local No. 75, Walville, Wash.: 

Since the teachers are volunteering their service and not receiving any compensation 
for it, we recommend that each of them be given a letter of thanks from the Bureau of 
Naturalization, to show appreciation for the teachers' services in helping to American- 
ize the foreigners. 

SPECIAL WORK FOR WOMEN. 

The responsibility of the citizen to share in the making of the laws, 
in the choosing of the legislative, judicial, and administrative offi- 
cers, and in making and keeping this country the best in which to 
live', hereafter will rest equally upon every woman citizen as it now 
rests upon every voter. 

The preparation of foreign-born women for the proper exercise of 
the franchise in America is a problem. There are shining examples 
of ambitious women, mothers of children, who have made it their 
business to get the information necessary to make of themselves 
good citizens. For the majority, however, it is necessary to adapt 
the instruction and the hours of meeting to the convenience of the 
students, and much English is being taught incidentally where women 
meet for instruction in sewing, nursing, cooking, or child feeding, or 
where they are brought together informally for social purposes pri- 
marily. This is a branch of the educational work in which women 
of wisdom and tact, whether as members of organizations or as in- 
dividuals, can give and are giving to the public schools most valuable 
support. Personal contact with native Americans is needed by these 
women and the actual use of our language is necessary to its mastery. 

Circumstance and local public sentiment have much to do with the 
methods used. One town has a regular system of women's home 
classes with volunteer teachers working all the time under the super- 
vision of the director of Americanization committee in cooperation 
with the regular night-school committee which furnishes part of the 
supplies. In another place the citizenship instructor finds time in 
addition to the regular classwork to enter the homes of the women and 
to be of real service to them. She conducts a class in the early morn- 
ing, first in one home and then another, and has succeeded in arous- 
ing so much interest that the women go visiting with her on the days 
that she has her classes and take part in them. 



WITH THE DIVISION OF CITIZENSHIP TRAINING. 71 

The subject matter of the English lessons given women in this way 
should include fundamental facts in regard to the Government and 
institutions of America in order that the object sought, that of pre- 
paring for intelligent citizenship, may not be lost sight of. Every 
help possible should be given to these prospective citizens, and their 
interest aroused so that they will be eager to join classes giving 
closer attention and more detailed study to the subject of citizenship 
duties when they are sufficiently familiar with the language. 

This problem is being given careful consideration, and the follow- 
ing extract from a letter from the director of the University of 
Arkansas ext3iision division indicates the steps being taken there : 

The general extension division of the University of Arkansas is preparing a text- 
book on citizenship for women. This book will be written by Dr. D. Y. Thomas, of 
our department of history and political science, with the cooperation of the Arkansas 
League of Women. The general extension division will also offer a course in citi- 
zenship for women during the summer session of 1920. 

This, of course, contemplates the instruction of native-born women 
so that they may realize their duty to vote and may be well equipped 
to do their duty; but it will serve also to bring to their attention the 
fact that newly made women citizens of foreign birth are in need of 
the same instruction, and to a greater extent. 

The League of Women Voters is doing most excellent work which 
promises to influence and encourage to a very extensive degree the 
civic education of women of foreign birth. In various places the 
Woman's Suffrage Association, the Women's Christian Temperance 
Union, and clubs originally organized as social clubs are turning their 
attention to active civic work. The following extract from a report 
from Seattle indicates the naturalness of cooperation on the part of 
various bodies and individuals, all seeking the same object 'and each 
contributing its particular gift to the making of intelligent citizens: 

On June 13, 1919, I was invited to explain the Americanization work of the Bureau 
of Naturalization to the University of Washington Chapter of the D. A. R., of which 
Miss Bell Colson, 5529 Kenwood Place, Seattle, is chapter regent. The invitation 
grew out of a formal talk I gave at the Americanization conference called by the 
extension division of the University of Washington some weeks ago. About 15 
young ladies were present, many of them having had teaching experience. I found 
they had already engaged in going to the homes of foreigners and teaching the for- 
eigners' wives and that they were very anxious to cooperate with and receive the 
aid of the bureau. I suggested that if they desired to go into the homes of the for- 
eigners who are applying for citizenship and teach the women who are unable to 
attend public-school classes as unpaid workers under the supervision of the public 
schools, this office would do all in its power to assist them so that they might be entitled 
to the use of the helps issued by the bureau. They were glad to avail themseh es of 
the offer. 

Yesterday Miss Colson and Miss Seelye called at headquarters and I showed them 
how they can make* an abstract of information desired by them from records kept by 
us in this office in the case of all petitioners filing papers in the Seattle courts on 
printed Form cl4-18 and a form for a blank to be used by them was drawn which 
they will mimeograph. They will furnish this office with a copy of the data secured, 
thus giving us an insight into the environment of applicants for citizenship which we 
have not heretofore had, which I think will have a certain value. * * * Later 
on I shall try to get the ladies in touch with the local public schools. 

From Glendale, Ariz., comes the following account of the work of 
women for women, which is of a most friendly character and bound 
to succeed in promoting genuine Americanization: 

Glendale is most fortunate in having a trained leader at work, Miss Elsie Elliott. 
Under the auspices of the Women's Club, which gives the use of its comfortable club- 
house to the Americanization committee, part-time classes in English are flourishing. 



72 WORK OF THE PUBLIC SCHOOLS 

A weekly social evening for the Mexican people is observed and an occasional program 
of general interest is carried out. One of these programs was given for the relief of 
the sufferers from the recent earthquake in Mexico. Early in February a Latin- 
American concert was presented under the auspices of the Americanization com- 
mittee, the proceeds to be used for the maintenance of the work, which is privately 
financed. English classes are held each Monday and Thursday evening. A class 
in home nursing is also conducted for Mexican women. 

Miss Elliott expects to have provision made for night school 
classes by the public-school authorities by next fall. 

An instance of educational work for women as a natural outgrowth 
of the activities of women's clubs comes from Maine in a letter from 
Mrs. Jennie Bodge Johnson, chairman, Maine Federation of Women's 
Clubs. Her work is among the Danish and Swedish women in 
Westbrook, and she states that if women are to have the ballot it is 
high time to help the women who are outside of literary clubs. 

She says: "They are bright, wholesome, normal women — good 
mothers, fine housekeepers, and have children." 

One way in which women's organizations are generously helping 
on the good citizenship work is by providing funds for the payment 
of public-school teachers where no public funds have as yet been set 
aside for the purpose. The retiring woman's committee of the 
Council of National Defense of the State of Arkansas donated $900, 
the fund remaining in the treasury at the end of their administration, 
for night-school work under the administration of the finance com- 
mittee of the illiteracy commission, and the Federation of Women's 
Clubs has promised $2,500 for the same purpose. 

The Federation of Women's Clubs in Oklahoma is working in coop- 
eration with this division through their department of Americaniza- 
tion. Gold and silver medals are being offered for the best work 
done by club women in interesting foreign born in citizenship classes 
and seeing that these classes are established by school officials. 

Dr. S. E. Weber, superintendent of the Scranton, Pa., public 
schools, sends this interesting history of a most remarkable foreign- 
born mother who, although charged with the care of eight children, 
all under 16 years of age, found time to attend the Americanization 
classes on four evenings a week for two years, commencing in October, 

1918, without missing a single session of school. She was graduated 
on March 9, 1920. 

Mrs. Marie Guerricci; 41 years of age. John Guerricci, husband of Marie Guerricci 
by trade a tailor. Mrs. Guerricci has been in this country 15 years, while her husband 
has been here 17 years. Children: Iolanda, 16, finished the seventh grade; Flora, 13, 
now in 7A grade; Dora, 11, now in 7B grade; Nora, 9, now in 5B grade; Cora, 7, now 
in 2B grade; John, jr., 5, now in kindergarten; Mary, 3; Irma, 8 months, born July 12, 

1919. Mr. and Mrs. Guerricci were born in Rome, Italy. Mr. Guerricci received a 
good common-school education in Italy, but Mrs. Guerricci had reached only the 
fourth grade. Her great ambition is that her daughters shall become school-teachers, 
and her primary object in attending night school is that she might, in some measure, 
keep up with her daughters. Her children are Americans. As she has said herself, 
"I want to be American like them. Italy could never do for me and my children 
what America is doing. I would like to write to Washington to have night school all 
the year." Mrs. Guerricci attended the Garfield (No. 11) Evening School all of last 
year and this year without missing a night. Miss Margaret Durkin was her teacher. 

It will be noted that Mrs. Guerricci gave birth to her youngest 
child during the period of her school work and that the second 
youngest child was a mere infant during that time. This case would 
seem to refute the argument that foreign-born mothers, while rearing 
children, can not attend night schools. 



WITH THE DIVISION OF CITIZENSHIP TRAINING. 73 

WORK WITH MEXICANS. 

The educational work with Mexicans is being carried on in many- 
pi aces, but to a great extent lacks the encouragement of sincere 
appreciation which marks so much of the work with other nationali- 
ties. Many come over the border with the idea oj remaining only a 
short time, and even if the rest of their days are spent in this country 
the idea persists and they retain the impression that they will eventu- 
ally go back to Mexico or on to some other town : that there is, there- 
fore, no advantage in exerting themselves to study Engli-h: and the 
result of this reasoning is that there is no desire whatever to become 
American citizens. This is true especially in the places close to the 
border line. In El Paso, the principal of the high school reports 
that three or four hundred Mexicans, including both women and men, 
are learning English in the two night schools. It is found advisable 
to emphasize the teaching of English, and the process of Americani- 
zation is natural and gradual. The industries in which they are 
employed, sugar-beet raising, for example are such as to encourage 
their inclination to move from one place to another. From Garden 
City. Kan^.. the superintendent of schools writes: "The Mexican 
classes are well sustained despite the fact that there are many changes 
for which they are not responsible." 

A group of 65 recently taken to Milwaukee were immediately 
invited to the public-school classes and are meeting three times a 
week. They are making excellent progress and through this associa- 
tion are getting proper ideas about our Government and its 
institutions. 

More local communities than ever before are interesting themselves 
to provide educational facilities for the Mexicans and in this way 
help those who come to this country and give of their physical strength 
to its development to become an asset mentally and morally as well. 

APPRECIATION OF CITIZENSHIP INSTRUCTION. 

In spite, of the many reasons that could be given by the foreign 
born for not attending, there is a remarkably fine response on their 
part to the appeal for them to join the classes where special instruction 
is given by people genuinely interested in aiding the foreign born to 
develop into the best type of American citizen. 

They are interested in knowing how to become more closely allied 
with the community and national life; they are sincere in their 
desire to better the conditions under which they and their families 
live: and really desire to profit to the fullest extent by the step they 
have taken in choosing America as their permanent home. It is not 
the easy and natural thing to leave the land of one's birth and deliber- 
ately start a new life in a strange country. But the ambitions which 
prompted their coming are in very many instances of a high type and 
impel them to "carry on," with the result that the citizenship classes 
are well attended and the higher standards set by naturalization 
courts under the impulse of the administrative policy are being met, 
with a consequent improvement in the intelligence of the voting 
body. 

Attendance up to the capacity of the teacher has been the rule in 
many communities. In no instance has it been found necessary to 
invoke the compulsion of the law to secure attendance. At the 



74 WORK OF THE PUBLIC SCHOOLS 

suggestion of the school boards additional compensation due the 
instructors for holding extra sessions has been readily supplied by 
the student body. Sopris, Colo., is a particular instance of this 
spirit. 

The possibilities for securing enrollments and the maximum 
attendance of adults through their children in the public schools have 
been pointed out in the correspondence and publications upon this 
work during the years this activity has been carried on. Many 
citizenship classes have members in them whose attendance was 
secured by their children. From Walton, N. Y., the superintendent 
of schools reports the organization of a class composed entirely of 
parents of Italian children attending the high school. 

The following excerpt from a naturalization examiner's report 
serves well to illustrate the desire which is felt by prospective citizens : 

The hearing ta-day showed that mo9t of tfie applicants had made an earnest effort 
to obtain books and instruction. Practically all were farmers who had sought the 
instruction of the local country-school teacher without very much success. The 
candidate stated, in explanation of his failure to understand certain things, that the 
teacher did not understand them either. Three candidates had thus been as-dated 
by a young girl of 17, teaching her first school on a permit and without a certificate, 
who had not planned to be a teacher but had been drafted by the county superin- 
tendent. The normal school class of the local high school attended the hearings in a 
body. 

This carries also another message concerning the scarcity of 
teachers and a hint of preparation for the future in order that there 
may not be a repetition of this pathetic story of the blind leading the 
blind. 

A worker in New Jersey, Gloucester County, writes : 

The men are anxious for the privileges of citizenship; they have already assumed' 
many of the responsibilities belonging to it. 

A letter to the chief naturalization examiner at San Francisco 
written by Miss May F. Boudinot, instructing a class at Areata, 
Calif., includes the following paragraph: 

We have had encouragement in our first week of night school and expect a larger 
attendance soon. The men who can read are eager for the books in their own hands. 
Please send us a dozen more copies of the Student's Textbook 

A young soldier living in Assumption, 111., was naturalized on lis 
honorable discharge from the Army and heard of a' citizenship class 
being conducted in Taylorville. He requested permission for his 
father to attend, saying that he had tried several times to secure 
citizenship but had been denied because of his lack of knowledge of 
English and other subjects. He was assured that his father would be 
gladly welcomed to the class, as would any other men in similar cir- 
cumstances who desired assistance in preparing for citizenship, regard- 
less of where they lived. The young man immediately promised to 
bring his father to the class each meeting night. 

The following is a copy of a letter received from Mr. Thomas 
Jalmenro, of Brooklyn, N. Y. : 

I am now attending evening school No. 45, Brooklyn. It is my intention to continue 
at school until I can speak, read, and write in English. I appreciate what this coun- 
try is doing for me and I must improve myself so that my adopted country may benefit . 

A man whose petition for citizenship had been continued five times 
because of insufficient knowledge of our Government, when asked 
if he meant to attend school regularly, eagerly promised to do so, 



WITH THE DIVISION OF CITIZENSHIP TRAINING. 75 

and regretted that the Government did not have a school long ago, 
so that he would not have had to go to the naturalization court five 
times unsuccessfully. 

The following letter was received by a naturalization examiner 
from a prominent Los Angeles attorney, who recently received 
citizenship through naturalization: 

After having taken the course in the naturalization school under the direction of 
Prof. Kelso, I desire to say that every prospective citizen should be compelled to get 
a school certificate. In founding these classes in 1914, as you did, you undoubtedly 
rendered a service to the country which is of very far-reaching effect. 

In Concordia, Kans., actions speak louder than words, and Mr. Ira 
Mahaffey, who is clerk of the district court and also director of night 
school for aliens, and therefore enjoys a double contact with prospec- 
tive citizens, reports as follows: 

We have quite a number that are doing studying at home this winter, and there 
are two or three that are coming to my office and reciting to me, but not at a regular 
set time; they come when it is convenient for them, and I make it suit my plans * * * 
I have one young man just 21 years old who could not read or write three months ago 
and now he writes real well and can read some in the daily papers, and he is one of 
those that is a home student and comes to my office and recites to me whenever he 
can find time. 

This same interest by clerks of courts has been manifested in various 
parts of the country, as at Pierce, Nebr.. where Mr. O. B. Miller, 
clerk of the court, volunteered to organize and conduct a class, having 
been a teacher for a number of years. With his close relationship 
to the naturalization work, his influence is expected to reach a large 
number of aliens. 

Mr. E. N. Giffin, principal of Java School, Walworth County, 
S. Dak., sends the following instances of genuine appreciation of the 
work that he is doing for the foreign born: 

One of my pupils who is a man over 50 years of age said to me the other evening: 
"My, isn't it too bad they did not start this night school years ago; look at all 1 have 
missed." Another, a well-to-do farmer, said: "I have been in this country 31 years 
without being able to read or write the American language. Now 1 can read the 
letters from my brother's folks in Colorado, as well as my business letters. No, I would 
not have missed the evening school for anything." A merchant's wife who could not 
read or write now writes a neat plain hand and reads well enough to put up orders 
in the store from order slips. She is proud, but not more than I. 

An instance of individual interest bv school officials is illustrated 
by the action of the superintendent of schools at Tonasket, Wash., 
Mr. L. D. Burrus, who writes interestingly of his experience in giving 
individual instruction: 

Mr. Schendell, of Tonasket, has been doing citizenship work under me for about 
six weeks. We are spending three hours a week in regular class work. I find him very 
earnest in his desire for knowledge along this line. I am wondering just when I am 
supposed to have him ready for examination. I enjoy this work very much and have 
several more that will begin soon. 

In Lynn, Mass., where Mrs. Isabelle D. MacLean is city supervisor 
of Americanization, there is a large foreign population, and an extract 
from a letter received last November indicates the status of class- 
room work in the early part of the year: 

In the evening high school we have eight classes of men and women studying for 
citizenship papers. All are adults — some are over 50 years of age — and all are espe- 
cially pleased because "the kids" as they call the illiterate minors, have been placed 
in separate classes. At present the enrollment in these adult classes in evening school 
is 210. A number of the racial group leaders have come to these classes, and one of 



76 WORK OF THE PUBLIC SCHOOLS 

them, an Italian, brought 20 of his race with him. The classes are carefully graded, 
and competent teachers, specially trained, are in charge. 

At the General Electric Co. 's we have organized 13 classes that meet at the close of 
work two afternoons a week, in the various departments. The company pays the 
teachers, who are chosen from the best in our public-school system, and are carefully 
trained under my supervision. Other classes are being formed in this plant. 

Mothers' classes meet in the kitchens of their homes and at the two community 
schools, where English, cooking, and sewing are taught. The civics committee of the 
women's clubs has been instrumental in having moving-picture machines placed in 
three of our large, modern schools. 

Mrs. MacLean speaks of citizenship meetings at the Polish and 
Lithuanian naturalization clubs which were largely attended and for 
which the club presidents requested her to arrange speakers from the 
Naturalization Service at Boston. At her suggestion the division 
wrote personal letters to the various naturalization clubs, advising 
them of the assistance available to them through her office and 
through the public-school classes.- In January Mrs. MacLean reported 
31 classes of adults and 7 classes of illiterate minors. Examina- 
tions for naturalization were conducted by this service earLy in March, 
and the following extract is from a detailed report by Mrs. MacLean, 
to the chief naturalization examiner at Boston, of the results and 
indicating the value of the close cooperation in the attainment of 
real service to the foreign born: 

Deiuctions: (a) I believe that examinations conducted as these have been, in 
accordance with the wishes of the Bureau of Naturalization officials and under the 
supervision of the representatives of the Government and of the school department, 
are bound to result in a raising of the standard of citizenship and the consequent 
abolition of many of the abuses and attempts at evasion of the naturalization laws. 

(b) A combination written and oral examination, as given by your examiners, is 
practicable and even desirable, since it establishes a high standard and at the same 
time allows for the limitations of applicants who are handicapped by lack of facility 
in the use of written English. 

(c) It seems to me that a much greater decree of efficiency would result if you would 
arrange to have the preliminary examination, now given at the Lynn post office, 
given at the same time that the examination in civics is held, right at the place of 
holding the class sessions. Thus your examiners would be saved one trip and your 
office saved expense. I hope that you will take up this matter with me in the near 
future, for I am desirous of carrying but your wishes to the letter. 

(d) I have made it a point to ascertain the opinions of the men in regard to the 
method of examination and the consensus of their opinion is that the present plan 
is ver> satisfactory. Some of them did suggest combining the preliminary and civics 
examination, as mentioned in the foregoing paragraph. A few Italians and Greeks 
said that the written examination was " very hard." Other comments were: "A very 
fair examination"; "The be3t way to do it"; "A square deal"; "I'm glad to find 
out that I can pass a written examination. I left school 23 years ago",; etc. 

(e) The men are especially appreciative of the service that we are receiving from 
your office in the rulings on case3 requiring the personal attention of the chief examiner. 
When our office takes up such case3 with you it saves the applicant time and money 
sometimes expended in unnecessary trip3 to the court at Boston. 

The executive committee of the Lynn Americanization committee wishes me to 
inform you that plans are already under way to make the reception and presentation 
of certificates from the Government on the evening of May 19 one of the most impressive 
and dignified that our city has ever known. We hope that you will let nothing inter- 
fere with your being present as the gue3t of honor on that occasion so that the "New 
Americans" miv receive their certificates from the official representative of the 
Government. We want you to give an address on some phase of citizenship. City 
officials and members of the various civic organizations will attend. Should anything 
arise to prevent your attending this event, please let me know at once so that we may 
arrange for another date convenient to you. 

It will be necessary for me to have the certificates here in time to allow for the let- 
tering of the names of the applicants, etc. 

I wish to express to you my sincere appreciation of the many courtesies that I 
have received from your department and the efficient manner in which the exami- 
nations at Lynn were conducted by your representatives. 



WITH THE DIVISION OF CITIZENSHIP TRAINING. 77 

In another letter Mrs. MacLean indicates the cooperation which 
exists among interested agencies in Lynn: 

Probably Mr. Crist has informed you that we are supervising a number of classes 
preparing for citizenship. The General Electric Co. is setting a splendid example for 
industrial concerns in its cooperation with the public-schooi department. We have 
16 classes of men and women meeting twice weekly at the close of work. Four of 
these are "second paper" men preparing for the examination in civics. The com- 
pany has transported all those of its employees wishing to file papers to and from the 
court at Salem, and we are planning to take another group next Saturday. In all 
our work we have received valuable assistance from Mr. Crist and from Chief Examiner 
James Farrell and M. Miles Dodge, of Boston. 

In thus giving attention and help to the individuals and small 
classes, the division is by no means disposed to neglect the large 
centers of industry where many foreign born are employed. 

Mr. E. F. Randall, director Kenosha (Wis.) Vocational School, 
reports in part: 

I have more in my evening Americanization classes this year, but not as many in 
afternoon classes, due to the factories working so much overtime. I have 210 enrolled 
in the evening classes and 44 in the afternoon classes. I have a fine evening class of 
32 members in a Greek orthodox church. We have three afternoon classes for women. 
Two classes meet in the homes. The members of one of the classes have got to the 
point of desiring to learn American cooking, and we opened a class in cooking for 
them last Wednesday in a near-by school building. 

In this connection a letter from Mr. G. C. Minard, superintendent 
of schools of Arlington, Mass., is also interesting: 

We have a small town with comparatively few foreigners in it. At the present we 
have one evening class for men and women connected with the evening school; also 
one class for men in a private house rented for the purpose. We have also five after- 
noon classes for women. These classes also meet in private homes, so distributed 
as to make for the greatest convenience of the patrons. The day school groups are 
very small, four or five being in attendance usually. The evening classes average 12. 
You see the work is largely individual, and is confined principally to the teaching 
of the English language. We do, of course, make an endeavor to get over some 
messages on good citizenship by little talks at intervals in the native language of the 
students. Although our work is on a small scale, as you see, it is proceeding with 
considerable enthusiasm on the part of all concerned. 

Splendid work is being conducted in Grand Rapids, Mich., under 
the direction of Mr. Frank L. Dykema, executive secretary of the 
Americanization Society, in connection with a comprehensive plan 
for a higher standard of citizenship. This plan is being developed 
in close cooperation with the public schools, and includes organized 
efforts to encourage the exercises of the franchise by those already 
entitled to vote and instructing the school children in a concrete and 
impressive appreciation of the civic duties of citizens. 

At Detroit, Mich., there was a continued interest in the Americani- 
zation problem on the part of man}^ and various organizations, 
including racial groups, all of which were organized under the leader- 
ship of the Detroit Board of Commerce on a working basis under the 
name of "Detroit Americanization Conference," which adopted its 
constitution and by-laws on June 30, 1919. In this a field assistant 
gave generously of time and endeavor in the work of coordination. 
When the organization was accomplished, the secretary of the Ameri- 
canization committee of the board of commerce, Miss Mary O'Donnell, 
wrote to the chief naturalization examiner at Chicago, as follows: 

Permit me to take this opportunity to express the thanks of the Americanization 
committee of the Detroit Board of Commerce to the Naturalization Service of the 
United States Department of Labor for the splendid work accomplished in Detroit 
through its special representative, Mr. William J. Vavra. Attached to the constitution 



78 WORK OF THE PUBLIC SCHOOLS 

and by-laws you will find a copy of the resolution presented at the last meeting and 
unanimously accepted by all present, extending the thanks of the entire conference 
to your service. A copy of this resolution has already been sent to the Naturalization 
Service at Washington. 

The Detroit Americanization Conference has done much practical 
work since its organization. A beautifully illustrated manual was 
prepared to supplement the Student's Textbook furnished by this 
division for use in citizenship classes. A former examiner of this 
service, Mr. C. T. Thompson, has been employed as naturalization 
expert, assisting various companies employing the foreign-born. 
Classes have been graduated from the Cass Technical High School and 
the Eastern High School with presentation of the certificates of 
graduation and certificates of proficiency. Mr. Frederick S. De Galen 
is the supervisor of Americanization classes and works in close coop- 
eration with the Detroit Americanization Conference. At the instance 
of the division he is planning to make use of the Boy Scouts for the 
delivery of invitations, with the reopening of the citizenship classes in 
the fall. One school is continued during the summer months, in a 
down-town section of the city. The Detroit Normal School is offering 
special courses to fit teachers for this work, courses including racial 
study, a history of Americanization, a study of the psychology of the 
adult illiterate, and a thorough course in methods of teaching English 
to adults. The plan of the superintendent of schools, Mr. Frank 
Cody, includes special classes for women which are supervised from 
the normal school. 

Citizenship classes are very well organized and much good work is 
being accomplished at Bethlehem, Pa., where Mr. J. K. Mulligan, 
director of Americanization and education for the Bethlehem Steel 
Co., and Mr. J. Mark Frey, director of Americanization for Lehigh 
University and the public schools of Bethlehem, are in close coopera- 
tion. 

Under the leadership of Dr. Louis Nusbaum, associate superintend- 
ent of public schools at Philadelphia, the evening classes are offering 
valuable assistance and citizenship instruction to the foreign-born of 
that city. The chief naturalization examiner reports an interesting 
visit to the classes in February, when, he says, ' ' the students appeared 
unusually enthusiastic over their work and responded heartily when 
the writer invited questions from them as to citizenship privileges and 
responsibilities, American history, and civics. The teachers and stu- 
dents were particularly pleased at the prospect of receiving the gradua- 
tion diploma." Philadelphia is one of the cities recognizing the desir- 
ability of continuing the citizenship classes throughout the summer, 
as it has done the past two years. 

In Kansas City, Kans., Mr. I. B. Morgan, director continuation 
schools, has charge of the citizenship training of the community and is 
handling it admirably, adapting methods to meet conditions, and get- 
ting good results. This year has seen the inauguration of special work 
with women; in January Mr. Morgan reported 12 women doing spe- 
cial work in the homes of the non-English-speaking mothers. 

As early in the year as November, Asst. Supt. John N. Greer, of 
Minneapolis Public Schools, reported as follows: 

The evening school classes conducted within the schools have a total enrollment at 
this date of 4,903. The men's classes and eight industrial plants enrolled 225. In 
labor organizations we have an enrollment of 767; in foreign social centers 124. In 
the women's work we have made 371 visits in the homes. All these classes are increas- 



WITH THE DIVISION OF CITIZENSHIP TKAINING. 79 

ing daily, and we are planning our next term's work, which will begin December 29, 
so that all we have at present will be taken care of next term. 

The Student's Textbook urges the formation of class organizations 
for the further advancement of the student body. A splendid devel- 
opment of this has found expression in the organization of the Wash- 
ington Club, under the direction of Mr. Charles F. Adams, instructor 
in citizenship in San Francisco, Calif. The club is composed of mem- 
bers of the classes in citizenship of the Evening High School of Com- 
merce, and its purpose is to afford the members an opportunity to 
promote the work of citizenship in a practical manner. Friday even- 
ing of each week is club night. 

At the beginning of the last school year, Mr. E. C. Vermillion, now 
State director of Americanization for Ohio, was made director of 
Americanization in the Akron (Ohio) public schools. In October he 
wrote the division that the enrollment in the industrial and night 
schools was approximately 1,600 men and that he was particularly 
interested to have a definite plan for conducting examinations of those 
taking special courses for citizenship. This was effected through the 
local State office of this service. A letter from Mr. Vermillion writ toil 
in March, making plans for the annual recognition clay for the English 
classes and new citizens, mentions an enrollment of 3,000 men and 
women in the classes, besides 350 new citizens who had received 
naturalization papers during the year. 

SPECIAL OCCASIONS. 

The response of the foreign-born people to special efforts in their 
behalf is well shown by an incident reported by Prof. John R. Bell, of 
the Colorado State Teachers' College. He writes: 

I had a very remarkable experience at Windsor last Saturday, when I went up to 
give my sixth lesson. We had obtained through the aid of the local committee the 
free use of the motion-picture theater and the men had been told to bring their wives 
and children to hear an illustrated lecture on our capital city. One hundred and fifty 
men, women, and children were present and their response to the presentation of 
American ideals could leave not the shadow of a doubt that there was growing up in 
the hearts of these men an increasing love for America and the ideals for which she 
stands. 

Those of foreign birth who have become citizens seem very desirous 
of making those who have not yet declared their intention acquainted 
with the advantages to be derived from attendance upon public- 
school classes and with the assistance available through representatives 
of this service. An example of this tendency, ably guided to pro- 
duce the best results by Mrs. Isabelle D. MacLean. supervisor of 
Americanization, is reported from Lynn, Mass., as follows: 

We have had two largely attended citizenship meetings at the Polish and Lithuanian 
Naturalization Clubs. In both cases, by special request, Mr. M. Miles Dodge, of the 
Boston Naturalization Service, addressed the meetings. Similar meetings will be 
held by the Greeks and Italians. 

The Americanization committee of Rochester, N. Y., in its desire to 
keep in touch with the newly made citizens, planned a splendid 
Washington's Birthday celebration. Citizens admitted during the 
past year and their families were guests of honor, and seats were re- 
served for them at the front. New citizens were seated on the plat- 
form and received their final citizenship papers as part of the program. 
The Rochester Historical Society had a part in the program, which 



80 WORK OF THE PUBLIC SCHOOLS 

was a happy .combination of music, ceremony, and fine addresses, the 
latter being given by Justice B. M. Stephens, of the Supreme Court, 
Mr. John Spargo, and Dr. Steiner. 

A most interesting occasion was greatly enjoyed in Washington, 
D. C, when a musical evening was planned by the citizenship classes 
for their friends. Specimens of handiwork were requested from 
members of the classes, and in response a wonderful display was made 
of embroidery, lace, and drawn work, which proved most valuable 
as a point of contact. Introductions were unnecessary. The account 
continues : 

To the fortunate few who were enabled, on that rainy evening a few days ago, to see 
Armenian and American, Greek and Roumanian, French and Spanish women wander- 
ing from display to display, comparing stitches and generously admiring one another's 
work, finding somehow, in what might have been Babel, the words that made com- 
munication possible, it seemed that * * * one of the most potent factors for bring- 
ing people together on a common footing has hitherto been entirely lost sight of. 

One splendid feature which is developing as a direct result of citi- 
zenship training is the recognition of the attainment of citizenship on 
the part of young Americans. Citizenship is commonly regarded too 
lightly, with too little respect to its meaning, too much as a matter 
of fact without regard for the responsibility which accompanies it and 
the privileges which it conveys. The dignified ceremonies which have 
accompanied the admission to citizenship of foreign-born adults have 
brought to the attention of the public the desirability of giving formal 
welcome also to the native-born who acquire civic rights upon coming 
of age. Communities are adopting the plan, or some modification of 
it, of having an annual citizenship day when every new voter who has 
acquired the right to vote within the past 12 months shall receive in 
dignified manner the responsibilities and duties of citizenship, at the 
same time being welcomed by the citizen body, which shall unite with 
the new citizens in pledging loyalty and allegiance to the country. 
Some such method of fostering the love of country taught in the 
public schools, and of impressing upon the minds of young citizens 
the importance of assuming their part in the conduct of the Govern- 
ment should go far toward improving the citizenship of the country 
through its individual members. It is to be hoped that this plan 
will find favor with many, and that the suggestion will be adopted by 
an ever-increasing number of communities. 

GENERAL HINDRANCES. 

As with all forward movements, there are obstacles to overcome in 
carrying on this work, and hindrances to its even progress. A plain 
statement of some of these may strengthen the attack for another 
year. 

In a limited number of localities there is well-defined opposition on 
the part of a few foreign-born leaders. This is to be expected, but 
will gradually disappear, and indeed the enlightenment of these very 
leaders is being accomplished. Their attitude and actions are largely 
the result of ignorance, which may be dispelled by the earnest prose- 
cution of this educational work. 

Some slight opposition, but to no great extent, has been noted on 
the part of church officials, due more to misunderstanding than a real 
objection to the parishioners receiving instruction. 



WITH THE DIVISION OF CITIZENSHIP TRAINING. 81 

Shortage of teachers has handicapped some superintendents in 
their desire to give instruction in English and citizenship to foreign- 
born adults. This shortage has been keenly felt in the aclministration 
of day schools and naturally would make more difficult in certain 
communities the special instruction for foreign-born adults, which is 
not yet everywhere considered a part of the regular school program. 

The problem of securing specially trained teachers continues to 
persist unsolved. Teaching the use of the English language to adults 
is entirely a different matter from teaching elementary subjects to 
children in day schools, and calls for different methods and a different 
background of knowledge and experience. A person would choose 
quite a different course of training if he were fitting to prepare foreign- 
born adults to assume the duties and responsibilities of citizenship 
than if he planned to teach children in the graded schools. The situa- 
tion is being met by the introduction of special courses in normal 
schools and teacher-training colleges and universities, and by teachers' 
institutes and special work of university extension divisions. The 
general and special work thus offered is resulting in giving all teachers 
a clearer conception of the work of citizenship classes, and those 
especially interested in the subject an opportunity to fit themselves 
for this particular branch of public-school education. 

Lack of funds is still an obstacle in some communities, but public 
sentiment favoring the responsibility of public-school officials for 
citizenship training is rapidly increasing and another year should 
witness less difficulty from this cause. 

The activities of the division were greatly reduced as a consequence 
of the curtailment of the increase in the appropriation by $25,000 over 
the $50,000 lump appropriation for personal services in the District 
of Columbia which had been allowed for the year ended June 30, 1920. 

Notwithstanding the persistent curtailment of new legitimate activ- 
ities to carry out its specifically required responsibilities, the public 
demands coming to the division are such that it has never been able 
to meet them. It is, as a consequence, not aiding the lawfully con- 
stituted State authorities in promoting the organization of public 
schools to prepare candidates for admission to citizenship to the ex- 
tent it should to accomplish what Congress evidenth 7 intended should 
be accomplished. It is earnestly recommended that adequate esti- 
mates be submitted for specific positions to carry on this work. 

Respectfully submitted. 

Raymond F. Crist, 
Director of Citizenship. 

o 

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